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How Much Do Metamemory Beliefs Contribute to the Font-Size Effect in Judgments of Learning?

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  • Xiao Hu
  • Tongtong Li
  • Jun Zheng
  • Ningxin Su
  • Zhaomin Liu
  • Liang Luo

Abstract

Evidence shows that the font size of study items significantly influences judgments of learning (JOLs) and that people’s JOLs are generally higher for larger words than for smaller words. Previous studies have suggested that font size influences JOLs in a belief-based way. However, few studies have directly examined how much people’s beliefs contribute to the font-size effect in JOLs. This study investigated the degree to which font size influenced JOLs in a belief-based way. In Experiment 1, one group of participants (learners) studied words with different font sizes and made JOLs, whereas another group of participants (observers) viewed the learners' study phase and made JOLs for the learners. In Experiment 2, participants made both JOLs and belief-based recall predictions for large and small words. Our results suggest that metamemory beliefs play an important role in the font-size effect in JOLs.

Suggested Citation

  • Xiao Hu & Tongtong Li & Jun Zheng & Ningxin Su & Zhaomin Liu & Liang Luo, 2015. "How Much Do Metamemory Beliefs Contribute to the Font-Size Effect in Judgments of Learning?," PLOS ONE, Public Library of Science, vol. 10(11), pages 1-11, November.
    • Handle: RePEc:plo:pone00:0142351
    DOI: 10.1371/journal.pone.0142351
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    Cited by:

    1. Tian Fan & Jun Zheng & Xiao Hu & Ningxin Su & Yue Yin & Chunliang Yang & Liang Luo, 2021. "The contribution of metamemory beliefs to the font size effect on judgments of learning: Is word frequency a moderating factor?," PLOS ONE, Public Library of Science, vol. 16(9), pages 1-22, September.

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