Predicting Prospective Memory: Metacognitive Sensitivity At Encoding Public Deposited

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  • March 19, 2019
  • Susser, Jonathan
    • Affiliation: College of Arts and Sciences, Department of Psychology and Neuroscience
  • Prospective memory refers to our ability to remember to complete future intentions. Research on prospective memory has identified factors that influence performance; however, it is unclear how sensitive people are to these factors and how aware they are of their prospective memory abilities. In retrospective memory, or our memory for events in the past, much is known about how people assess their learning, and Koriat’s (1997) cue-utilization framework outlines three types of inferential cues thought to influence memory predictions. Koriat classified cues as being intrinsic, or properties of the to-be-learned information; extrinsic, or conditions of the learning environment; and mnemonic, or subjective indices of acquisition. In the current study, I applied Koriat’s framework to predictions of prospective memory. In particular, the study examined, at encoding, sensitivity to one intrinsic cue (target-response association) and one extrinsic cue (target focality) known to affect prospective memory performance. Experiment 1 examined target-response association and target focality in a between-subjects design. Experiments 2 and 3 manipulated each factor within subjects. Results indicated that judgments of prospective remembering are similar to those of retrospective remembering: they are sensitive to information intrinsic to the to-be-remembered information but less so to extrinsic cues about the learning situation. These findings nicely extend Koriat’s framework to this additional metamemory domain. Important next steps will be to assess whether experience with extrinsic cues elevates sensitivity and to study the link between prospective memory predictions and control behaviors.
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Rights statement
  • In Copyright
  • Hollins, Mark
  • Payne, B. Keith
  • Ornstein, Peter
  • Mulligan, Neil
  • Giovanello, Kelly
  • Doctor of Philosophy
Degree granting institution
  • University of North Carolina at Chapel Hill Graduate School
Graduation year
  • 2016

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