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Cited by 895Memory Processes and InfluencesCognitive Functions and MemoryIdentity, Memory, and Therapy

How do we know that we know? The accessibility model of the feeling of knowing

Koriat, Asher·1993·Psychological Review
DOI 10.1037/0033-295x.100.4.609
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Abstract

Even when Ss fail to recall a solicited target, they can provide feeling-of-knowing (FOK) judgments about its availability in memory. Most previous studies addressed the question of FOK accuracy, only a few examined how FOK itself is determined, and none asked how the processes assumed to underlie FOK also account for its accuracy. The present work examined all 3 questions within a unified model, with the aim of demystifying the FOK phenomenon. The model postulates that the computation of FOK is parasitic on the processes involved in attempting to retrieve the target, relying on the accessibility of pertinent information. It specifies the links between memory strength, accessibility of correct and incorrect information about the target, FOK judgments, and recognition memory. Evidence from 3 experiments is presented. The results challenge the view that FOK is based on a direct, privileged access to an internal monitor.

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Crossref · 10.1037/0033-295x.100.4.609

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72 of 72 references verified0 citation errors · 0 not checkable

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  • Students are more motivated to learn and are more effective learners when they apply strategies effectively, seek help appropriately, and identify strengths and weaknesses in their own learning.

    “Students are more motivated to learn and be more effective learners when they apply strategies effectively, seek help appropriately (e.g., Dweck & Molden, 2017), and identify strengths and weaknesses in their own learning (Koriat, 1993).”

    From Malleability, plasticity, and individuality: How children learn and develop in context<sup>1</sup> (2019) · cites this paper as Koriat, 1993

  • Children made their judgments simply based on their a priori beliefs about the effect and did not carefully consider their actual mastery levels of JOL and no-JOL words when making their judgments.

    “This might be due to the likelihood that children made their judgments simply based on their a priori beliefs about the effect and did not carefully consider their actual mastery levels of JOL and no-JOL words when making their judgments (Koriat, 1993; Dunlosky, Rawson, & Middleton, 2005).”

    From When judging what you know changes what you really know: Soliciting metamemory judgments reactively enhances children’s learning (2022) · cites this paper as Koriat, 1993

  • When attempting to recall a difficult-to-retrieve item, the extent to which we can recall information related to the target (cue accessibility) predicts how confident we are of being able to recognize the target.

    “For instance, when attempting to recall a difficult-to-retrieve item, the extent to which we can recall information related to the target (cue accessibility) predicts how confident we are of being able to recognize the target (Koriat 1993).”

    From Metacognition and Confidence: A Review and Synthesis (2024) · cites this paper as Koriat 1993

  • Classical work in metamemory has identified a range of cues that may affect confidence judgments but are unrelated to first-order performance.

    “Classical work in the cognitive psychology of metamemory has identified a range of cues that may affect confidence judgments but are unrelated to first-order performance.”

    From Metacognition and Confidence: A Review and Synthesis (2024) · cites this paper as Koriat 1993

  • Students do not have direct access to the quality of their cognitive states, but need to infer cues informative of their learning and performance.

    “That is, students do not have direct access to the quality of their cognitive states, but need to infer cues informative of their learning and performance (Koriat, 1993).”

    From Bridging Cognitive Load and Self-Regulated Learning Research: A complementary approach to contemporary issues in educational research (2017) · cites this paper as Koriat, 1993

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Authors
Koriat, A.
Affiliations
University of Haifa (IL)
Corresponding author
Koriat, Asher
ORCID
Koriat, Asher
Venue
Psychological Review
Publisher
American Psychological Association (APA)
Published
1993
Volume
100
Issue
4
Pages
609-639
ISSN
  • 0033-295X (ISSN-L)
  • 1939-1471
DOI
10.1037/0033-295x.100.4.609
OpenAlex
W2068166605
Cited by
895
References
72
Citations by year
2026: 25 · 2025: 32 · 2024: 23 · 2023: 40 · 2022: 21 · 2021: 18 · 2020: 23 · 2019: 35 · 2018: 30 · 2017: 32 · 2016: 27 · 2015: 33 · 2014: 50 · 2013: 39 · 2012: 43
FWCI
15.83
Type
journal article
Language
en
Open access
closed
Locations
  • Psychological Review (publishedVersion)
  • PubMed (publishedVersion)
Topics
  • Life Sciences › Neuroscience › Cognitive Neuroscience › Memory Processes and Influences
  • Social Sciences › Psychology › Experimental and Cognitive Psychology › Cognitive Functions and Memory
  • Social Sciences › Psychology › Developmental and Educational Psychology › Identity, Memory, and Therapy
Keywords
feeling of knowing, accessibility model, memory strength, recognition memory, memory retrieval, metacognition, memory confidence
MeSH terms
Adult, Attention, Female, Humans, Male, Paired-Associate Learning, Pattern Recognition, Visual, Reading, Mental Recall, Serial Learning, Verbal Learning

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