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The contribution of metamemory beliefs to the font size effect on judgments of learning: Is word frequency a moderating factor?
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The contribution of metamemory beliefs to the font size effect on judgments of learning: Is word frequency a moderating factor?
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Journal Article
The contribution of metamemory beliefs to the font size effect on judgments of learning: Is word frequency a moderating factor?
2021
Overview
Previous studies found that metamemory beliefs dominate the font size effect on judgments of learning (JOLs). However, few studies have investigated whether beliefs about font size contribute to the font size effect in circumstances of multiple cues. The current study aims to fill this gap. Experiment 1 adopted a 2 (font size: 70 pt vs . 9 pt) * 2 (word frequency (WF): high vs . low) within-subjects design. The results showed that beliefs about font size did not mediate the font size effect on JOLs when multiple cues (font size and WF) were simultaneously provided. Experiment 2 further explored whether WF moderates the contribution of beliefs about font size to the font size effect, in which a 2 (font size: 70 pt v s. 9 pt, as a within-subjects factor) * 2 (WF: high vs . low, as a between-subjects factor) mixed design was used. The results showed that the contribution of beliefs about font size to the font size effect was present in a pure list of low-frequency words, but absent in a pure list of high-frequency words. Lastly, a meta-analysis showed evidence supporting the proposal that the contribution of beliefs about font size to the font size effect on JOLs is moderated by WF. Even though numerous studies suggested beliefs about font size play a dominant role in the font size effect on JOLs, the current study provides new evidence suggesting that such contribution is conditional. Theoretical implications are discussed.
Publisher
Public Library of Science,Public Library of Science (PLoS)
Subject
