Domain familiarity as a cue for judgments of learning

Lindzi L. Shanks, Michael Serra

Research output: Contribution to journalArticlepeer-review


Students differ in how much they already know about topics within and across their courses. Few studies, however, have examined the relationship between participants’ level of knowledge across topics (i.e., their “domain familiarity”) and their learning for information from those topics, their study choices related to those topics, and their subjective self-assessments of their learning about those topics. As such, in two studies we had participants (Study 1: college students; Study 2: Mturk workers) rank their domain familiarity for several to-be-studied domains (e.g., chemistry; history), rate their efficacy and interest in those domains, study and make judgments of learning (JOLs) for facts from each domain, and then complete a short-answer test over those facts. Participants’ efficacy and interest ratings for the topics were linearly-related to their topic ranking, as were their recall of and JOLs for facts from those domains. Although JOLs were consistently overconfident, they we
Original languageEnglish
Pages (from-to)445-453
JournalPsychonomic Bulletin & Review
StatePublished - Apr 2014


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