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Judgments of learning (JOLs) or metamemory judgments are made when knowledge is acquired. Metamnemonic judgments are based on different sources of information, and target information is important for JOLs. Intrinsic cues (based on the target information) and mnemonic cues (based on previous JOL performance) are especially important for JOLs. Judgment of learning can be divided into four categories: ease-of-learning judgments, paired-associate JOLs, ease-of- recognition judgments, and free-recall JOLs.
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According to theory, individuals who believe their intelligence can grow think about information in their world differently even outside of academic challenges, seen by use of a different heuristic when making judgments of learning (JOLs), or estimates of learning. Those with entity views are generally guided by the principle "easily learned" means "easily remembered," which means that when learning information, these individuals will make low JOLs when a task is difficult. Those with incremental views did not follow this "easily learned" means "easily remembered" principle and gave higher judgments to more difficult tasks, perhaps believing that if more effort is put into the learning because it is harder, those items will be better remembered.
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Ease-of-Learning Judgments: These judgments are made before a study trial. Subjects can evaluate how much studying will be required to learn the particular information presented to them (typically cue-target pairs). These judgments can be categorized as preacquisition judgments which are made before the knowledge is stored. Little research addresses this kind of judgment; however, evidence suggests that JOLs are at least somewhat accurate at predicting learning rates.
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These two types of JOLs differ in their accuracy in predicting future performance, and delayed judgments tend to be more accurate. Ease-of- Recognition Judgments: This type of JOL predicts the likelihood of future recognition. Subjects are given a list of words and asked to make judgments concerning their later ability to recognize these words as old or new in a recognition test. This helps determine their ability to recognize the words after acquisition.
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Therefore, these judgments occur in advance of learning and allow individuals to allot study time to the material that they are required to learn. Paired-Associate Judgment of Learning: These judgments are made at the time of study on cue- target pairs and are responsible for predicting later memory performance (on cued recall or cued recognition). One example of paired-associate JOLs is the cue-target JOL, where the subject determines the retrievability of the target when both the cue and target of the to-be-learned pair are presented. Another example is the cue-only JOL, where the subject must determine the retrievability of the target when only the cue is presented at the time of judgment.
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