The DOI matches its Crossref record; 45 of the 45 references it cites were found in a registry or an index.
Illusions of Competence in Monitoring One's Knowledge During Study.
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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“Monitoring and control are interrelated [93,95].”
From The Metacognitive Demands and Opportunities of Generative AI (2024) · cites this paper as [93]
In the citing paper
“this pattern is consistent with well-documented illusions of competence, whereby learning experiences that feel fluent and well-supported can lead learners to overestimate their level of understanding”
From Socratic Mind: Impact of a Novel GenAI-Powered Formative Assessment Tool on Student Learning and Higher-Order Thinking (2026) · cites this paper as Koriat & Bjork, 2005
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“Foresight bias (Koriat & Bjork 2005), on the other hand, rather than reflecting a knew-itall-along tendency, reflects a will-know-it-inthe-future tendency.”
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Self-citation
Metadata
- Authors
- Koriat, A., & Bjork, R. A.
- Affiliations
- University of Haifa (IL)
- University of California, Los Angeles (US)
- Venue
- Journal of Experimental Psychology: Learning, Memory, and Cognition
- Published
- 2005
- Volume
- 31
- Issue
- 2
- Pages
- 187-194
- ISSN
- 0278-7393 (ISSN-L)
- 1939-1285
- 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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