On interpreting the relationship between remember–know judgments and confidence: The role of instructions☆

Consciousness and Cognition 18 (3):701-709 (2009)
Two experiments were designed to test the hypothesis that the nature of the remember–know instructions given to participants influences whether these responses reflect different memory states or different degrees of memory confidence. Participants studied words and nonwords, a variable that has been shown to dissociate confidence from remember–know judgments and were given a set of published remember–know instructions that either emphasized know judgments as highly confident or as less confident states of recognition. Experiment 1 replicated the standard finding showing that remembering and knowing were differently influenced by the word–nonword variable, whereas confidence responses were not. By contrast, Experiment 2 showed a similar pattern of data for remember–know and sure–unsure responses, thus demonstrating the importance of the instructions for interpreting the relationship between remembering and knowing and confidence
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DOI 10.1016/j.concog.2009.04.010
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References found in this work BETA

Memory and Consciousness.Endel Tulving - 1985 - Canadian Psychology 26:1-12.
Remember-Know: A Matter of Confidence.John C. Dunn - 2004 - Psychological Review 111 (2):524-542.
Episodic Memory and Autonoetic Consciousness: A First-Person Approach.John M. Gardiner - 2002 - In Alan Baddeley, John P. Aggleton & Martin A. Conway (eds.), Episodic Memory: New Directions in Research. Oxford University Press. pp. 11-30.

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