Abstract

Metacognitive judgments are crucial sources of information for students during self regulated learning. This is because these judgments are used by students to make decisions about what strategies to use during study, how long to study, and what to study. Previous research (Kornell & Bjork, 2008) has found that, compared to massing, interleaving exemplars from multiple categories leads to superior category learning. However, a majority of participants believed massing to be more beneficial for learning than interleaving. An increased sense of perceptual fluency created by massing of same category exemplars was speculated to be the cause of this metacognitive illusion. Recent research on fluency found that learners think words in a large font are easier to remember because of an increased fluency (Rhodes & Castel, 2008). The proposed study would investigate how manipulating fluency by varying picture size would affect natural category learning and participants’ metacognitive assessments of their own learning using pictures of tropical fish.

Recommended Citation

DeYoung, Carlee M. (2016) "Effect of Picture Size on Natural Category Learning and Metacognition," Undergraduate Psychology Research Methods Journal: Vol. 1: Iss. 18, Article 11.
Available at: https://digitalcommons.lindenwood.edu/psych_journals/vol1/iss18/11