ArticleMemory & cognition2023
Strategic metacognition: Self-paced study time and responsible remembering.
Article in Memory & cognition, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. An erratum has been issued. Cited by 16 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
16 citing papers in PubMed.
- The impact of thought probes and other encoding interruptions on memory.Quarterly journal of experimental psychology (2006) · 2026Article
- Memory accessibility as a cue for perceived importance.Memory & cognition · 2026Article
- Associative memory for honest and dishonest faces in younger and older adults.Psychology and aging · 2025Article
- Bounded Rationality in Study Time Allocation: Evidence Based on Risky Choice Framing Effects.Behavioral sciences (Basel, Switzerland) · 2024Article
- The perceived importance of words in large font guides learning and selective memory.Memory & cognition · 2024Article
- Age-related differences in selective associative memory: implications for responsible remembering.Neuropsychology, development, and cognition. Section B, Aging, neuropsychology and cognition · 2024Article
- Read carefully, because this is important! How value-driven strategies impact sentence memory.Memory & cognition · 2023Article
- Metacognitive Effort Regulation across Cultures.Journal of Intelligence · 2023Article
- Age-related differences in memory when offloading important information.Psychology and aging · 2023Article
- Responsible attention: the effect of divided attention on metacognition and responsible remembering.Psychological research · 2023Article
- Younger and older adults' strategic use of associative memory and metacognitive control when learning foreign vocabulary words of varying importance.Psychology and aging · 2023Article
- The animacy advantage in memory occurs under self-paced study conditions, but participants' metacognitive beliefs can deter it.Frontiers in psychology · 2023Article
- Differential effects of proactive and retroactive interference in value-directed remembering for younger and older adults.Psychology and aging · 2022Article
- Framing effects in value-directed remembering.Memory & cognition · 2022Article
- Age-Related Differences in Overcoming Interference When Selectively Remembering Important Information.Experimental aging researchArticle
- Age-Related Differences in Framing Selective Memory in Terms of Gains and Losses.Experimental aging researchArticle
Corrections and comments
- Erratum issued
Authors and funding
3 authors.
Funding
Abstract
Metacognition involves the understanding and awareness of one's cognitive processes, and responsible remembering is the notion that people strategically focus on and remember important information to prevent negative consequences for forgetting. The present study examined the metacognitive control processes involved in responsible remembering by evaluating how information importance affects one's allocation of study time and subsequent recall. Specifically, participants were presented with pictures of children along with each child's food preferences (2 foods they like, 2 foods they dislike, and 2 foods they are allergic to and must avoid) to remember for a later test. When making no metacognitive assessments or judging the likelihood of later remembering each food preference (JOL), participants did not strategically study or demonstrate enhanced recall for the most important information (allergies). However, when making judgments of importance (at either the item or global level), participants spent more time studying and best recalled the information that they rated as most important to remember (allergies). Collectively, these results suggest that when people judge the importance of remembering information, whether at the global or item level, study decisions are better informed, resulting in strategic studying and greater recall for information with the most severe consequences for forgetting.
Indexed as
Identifiers
35349110What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.