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Illusions of Competence in Monitoring One's Knowledge During Study.

Koriat, Asher, Bjork, Robert A.·2005·Journal of Experimental Psychology: Learning, Memory, and Cognition

DOI 10.1037/0278-7393.31.2.187

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Abstract

The monitoring of one's own knowledge during study suffers from an inherent discrepancy between study and test situations: Judgments of learning (JOLs) are made in the presence of information that is absent but solicited during testing. The failure to discount the effects of that information when making JOLs can instill a sense of competence during learning that proves unwarranted during testing. Using a paired-associates task, the authors examined aspects of the cue-target relationships that seemed likely contributors to such illusions of competence. These aspects have the potential to create differential strengths of a priori and a posteriori associations, that is, the probability with which a cue, when presented alone, elicits the corresponding target versus the perceived association between the cue and the target when both are present. The authors argue that the former has the greater influence on later recall, whereas the latter has the greater influence on JOLs.

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“The fluency of the AI output may produce high confidence (Pan and Li, 2025), but this confidence may be illusory if it is not accompanied by the internal cognitive operations that produce durable learning (Koriat and Bjork, 2005).”
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“Koriat and Bjork (2005) found that participants who were trained by seeing a cue word together with its associated target words judge their competence to recall the target when seeing only the cue as higher than their real performance.”
Background
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“…are not always accurate; learners’ predictions some-times diverge from their actual memory performance in important ways, suggesting that learners are not always able to accurately monitor learning (e.g., Besken & Mulligan, 2014; Koriat & Bjork, 2005; Koriat et al., 2002; Rhodes & Castel, 2008).”
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“…to this pioneering study, numerous studies have consistently shown that as semantic relatedness increases, both actual memory performance and metacognitive memory judgments during encoding increase (i.e., Hertzog et al., 2003; Koriat & Bjork, 2005; Maxwell & Huff, 2021; 2024; Mueller et al., 2013).”
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Authors: Koriat, A., & Bjork, R. A.
Affiliations: University of Haifa (IL)
University of California, Los Angeles (US)
ORCID: Koriat, Asher
Bjork, Robert A.
Venue: Journal of Experimental Psychology: Learning, Memory, and Cognition
Publisher: American Psychological Association (APA)
Published: 2005
Volume: 31
Issue: 2
Pages: 187-194
ISSN: 0278-7393 (ISSN-L)
1939-1285
DOI: 10.1037/0278-7393.31.2.187
OpenAlex: W2056938988
Semantic Scholar: 4d25bc4f205114d6026550814c8a78075728a4b5
Cited by: 362
References: 45
Citations by year: 2026: 28 · 2025: 21 · 2024: 19 · 2023: 15 · 2022: 13 · 2021: 15 · 2020: 14 · 2019: 25 · 2018: 18 · 2017: 26 · 2016: 19 · 2015: 18 · 2014: 9 · 2013: 24 · 2012: 20
FWCI: 5.27
Type: journal article
Language: en
Open access: closed
Locations: Journal of Experimental Psychology Learning Memory and Cognition (publishedVersion)
PubMed (publishedVersion)
Topics: Life Sciences › Neuroscience › Cognitive Neuroscience › Memory Processes and Influences
Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
Social Sciences › Psychology › Developmental and Educational Psychology › Educational Strategies and Epistemologies
Keywords: judgments of learning, metacognition, self-assessment of knowledge, paired-associate learning, memory retrieval
MeSH terms: Cognition, Cues, Educational Measurement, Humans, Illusions, Judgment, Learning, Professional Competence, Mental Recall, Vocabulary

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Illusions of Competence in Monitoring One's Knowledge During Study.

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