Intensifying the intensity illusion in judgments of learning: Modality and cue combinations

We showed that judgments of learning (JOLs) were not affected by presentation modality in a list-learning task, although the typical font-size and loudness illusions emerged in that large-font visual presentations and loud auditory presentations elicited higher JOLs than their less intense counterpa...

Full description

Saved in:
Bibliographic Details
Published inMemory & cognition Vol. 47; no. 3; pp. 412 - 419
Main Authors Peynircioğlu, Zehra F., Tatz, Joshua R.
Format Journal Article
LanguageEnglish
Published New York Springer US 01.04.2019
Springer Nature B.V
Subjects
Adult
Auditory Perception - physiology
Behavioral Science and Psychology
Between-subjects design
Cognition & reasoning
Cognitive Psychology
Cues
Design
Experimental psychology
Experiments
Female
Humans
Illusions - physiology
Influence
Judgment - physiology
Learning
Learning - physiology
Male
Memory
Mental Recall - physiology
Metacognition
Metacognition - physiology
Musical performances
Pattern Recognition, Visual - physiology
Psychology
Sensory integration
Size Perception - physiology
Within-subjects design
Young Adult
Metamemory
Loudness
Font size
Modality
Memory
JOL
Online AccessGet full text

Cover

More Information
Summary:We showed that judgments of learning (JOLs) were not affected by presentation modality in a list-learning task, although the typical font-size and loudness illusions emerged in that large-font visual presentations and loud auditory presentations elicited higher JOLs than their less intense counterparts. Further, when items were presented in both modalities simultaneously, large-font/quiet and small-font/loud items received similar JOLs (and were recalled similarly). Most importantly, when the intensity manipulation was compounded across modalities, the magnitude of the illusion increased beyond that observed in a single modality, showing the influence of combining cues. Whereas recall was still the same, large-font/loud items received higher JOLs than either small-font/loud items or large-font/quiet items, and not-intense items received very low JOLs. These differences emerged only when all conditions were presented within a single list and not in a between-subjects design, underscoring the importance of comparative judgments.
Bibliography:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 14
content type line 23
ISSN:0090-502X
1532-5946
1532-5946
DOI:10.3758/s13421-018-0875-8