The influence of delaying judgments of learning on metacognitive accuracy: a meta-analytic review

Many studies have examined the accuracy of predictions of future memory performance solicited through judgments of learning (JOLs). Among the most robust findings in this literature is that delaying predictions serves to substantially increase the relative accuracy of JOLs compared with soliciting JOLs immediately after study, a finding termed the delayed JOL effect. The meta-analyses reported in the current study examined the predominant theoretical accounts as well as potential moderators of the delayed JOL effect. The first meta-analysis examined the relative accuracy of delayed compared with immediate JOLs across 4,554 participants (112 effect sizes) through gamma correlations between JOLs and memory accuracy. Those data showed that delaying JOLs leads to robust benefits to relative accuracy (g = 0.93). The second meta-analysis examined memory performance for delayed compared with immediate JOLs across 3,807 participants (98 effect sizes). Those data showed that delayed JOLs result in a modest but reliable benefit for memory performance relative to immediate JOLs (g = 0.08). Findings from these meta-analyses are well accommodated by theories suggesting that delayed JOL accuracy reflects access to more diagnostic information from long-term memory rather than being a by-product of a retrieval opportunity. However, these data also suggest that theories proposing that the delayed JOL effect results from a memorial benefit or the match between the cues available for JOLs and those available at test may also provide viable explanatory mechanisms necessary for a comprehensive account.     

‘In the Court of a Great King’: Some Remarks on Leo Strauss’ <Emphasis Type="Italic">Introduction to the Guide of the Perplexed</Emphasis>

In the second half of this essay (begun in Sophia 50:141–158), we continue our reading of Leo Strauss’ important later essay on Maimonides, ‘How to Begin to Study the Guide of the Perplexed’. Our method is to try, as best as we are able, to read this essay as Strauss directs us to read esoteric texts in Persecution and the Art of Writing. As a means of testing and attempting to confirm our reading of this difficult later essay on Maimonides, we will close by situating our reading of ‘How to Begin to Study’ and Strauss’ partly concealed positions there on philosophy, prophecy and the Torah alongside the claims of his earlier, much less esoteric, but also rarely studied 1930s essay: ‘Some Remarks on the Political Science of Maimonides and Farabi’. Because of the widely recognised foundational importance of Maimonides in understanding Leo Strauss’ own lasting positions, this work aims at making a contribution to the continuing, and presently highly contentious, task of trying to understand Strauss’ thoughts on Athens and Jerusalem, reason and revelation, the city and man.     

‘In the Court of a Great King’: Some Remarks on Leo Strauss’ Introduction to the <Emphasis Type="BoldItalic">Guide for the Perplexed</Emphasis>

This essay, which will be divided between two SOPHIA editions, proposes to test the consensus in Maimonidean scholarship on the alleged intellectualism of Leo Strauss’ Maimonides by making a close interpretive study of Strauss’ 1963 essay ‘How to Begin to Study the Guide for the Perplexed’. While the importance of this essay, which is Strauss’ last extended piece on the Guide, is established in Maimonidean scholarship, its recognised esotericism has been matched by a dearth of detailed studies of the piece. We aim in this essay to try to rectify this situation, by reading ‘How to Begin to Study’ as Strauss directs us to read esoteric texts in Persecution and the Art of Writing. As one control on our exegetical claims, we will close by situating our reading of ‘How to Begin to Study’ and Strauss’ positions there on philosophy, prophecy and the Torah alongside the claims of his earlier, much less esoteric, but also rarely studied: ‘Some Remarks on the Political Science of Maimonides and Farabi’. Because of the now widely recognised foundational importance of Maimonides in understanding Leo Strauss’ own lasting positions, this work will have wider importance in Strauss scholarship, and hopefully make a contribution to the continuing task of trying to understand Strauss’ important thoughts on Athens and Jerusalem, reason and revelation, the city and man.     

The role of stimulus comparison in human perceptual learning: effects of distractor placement

Within-subjects procedures were used to assess the influence of stimulus comparison on perceptual learning in humans. In Experiment 1, participants received intermixed (A, A', A, A',…) or blocked (B, B,…, B', B',…) exposure to pairs of similar female faces. In a subsequent same/different discrimination task, participants were more accurate when the test involved A and A' than when it involved B and B' (or novel faces: C and C'). This perceptual learning effect was reduced by placing a visual distractor (*: either another face or a checkerboard) between successive presentations of the faces during the exposure stage (e.g., A - * - A'). The attenuation of the intermixed versus blocked difference was particularly marked when faces were used as the distractor. In Experiment 2, this reduction in perceptual learning was more marked when * was positioned between the pairs of intermixed faces (i.e., A - * - A') than when it preceded and succeeded those faces (i.e., * - A - A' - *). These results provide the first direct evidence that the opportunity to compare stimuli plays a causal role in supporting perceptual learning. They also support the specific view that perceptual learning reflects an interaction between a short-term habituation process, that ordinarily biases processing away from the frequently presented common elements and toward their less frequently presented unique elements, and a long-term representational process that reflects this bias.     

Comparing Lives: Rush Rhees on Humans and Animals

In several posthumously published writings about the differences between humans and animals, Rush Rhees criticises the view that human lives are more important than (or superior to) animal lives. Rhees' views may seem to be in sympathy with more recent critiques of “speciesism.” However, the most commonly discussed anti‐speciesist moral frameworks – which take the capacity of sentience as the criterion of moral considerability – are inadequate. Rhees' remark that both humans and animals can be loved points towards a different way of accounting for the moral considerability of humans and animals that avoid the problems of the capacity‐based approaches.     

Social status, masculinity, and testosterone in young men

Among other things, sexual selection theory posits that in species with limited male parental investment, males should evolve biological mechanisms to competitively dominate or otherwise compete with one another. It is unclear whether such proposed mechanisms would influence status hierarchies in small human groups. We report the results of a study investigating possible effects of prenatal (index-to-ring finger length ratio or 2D:4D) and salivary testosterone, and masculine identification, on status among 71 male college students living in nine residential groups. The results indicate no role of either prenatal or salivary testosterone in maintaining status hierarchies in these groups. A possible explanation is that peer-assessed status in these groups was arrived at cooperatively rather than through dominance contests.     

Evidence of differential performance on simultaneous and sequential lineups for individuals with autism-spectrum traits

Given the impaired facial recognition of autistic individuals, we examined whether certain autism-spectrum traits affected eyewitness identification performance in a general adult population. In a sample of 120 individuals, levels of autism-spectrum traits were examined in relation to performance on simultaneous vs. sequential lineups using a signal detection paradigm. For simultaneous lineups, total Autism Spectrum Quotient (AQ) scores and scores on the excessive Attention to detail subscale were related to fewer hits and a more conservative response criterion. Attention to detail interacted with lineup type in that it was significantly related to improved discrimination accuracy and a less conservative response criterion in sequential lineups, but with impaired discrimination accuracy and a more conservative response criterion in simultaneous lineups. Higher AQ scores on the Attention switching subscale resulted in fewer hits, lower discrimination accuracy, and a more conservative response criterion with sequential lineups. Additionally, partial disguises led to more false alarms but not decreased accuracy. More thorough investigations of the effect of lineup type on identifications are needed before policy changes are recommended.     

Why are Benevolent Sexists Happier?

Research indicates that the endorsement of sexist ideology is linked to higher subjective wellbeing for both men and women. We examine gender differences in the rationalisations which drive this effect in an egalitarian nation (New Zealand). Results from a nationally representative sample (N?=?6,100) indicated that the endorsement of Benevolent Sexism (BS) predicted life satisfaction through different mechanisms for men and women. For men, BS was directly associated with life satisfaction. For women, the palliative effect of BS was indirect and occurred because BS-ideology positioning women as deserving of men??s adoration and protection was linked to general perceptions of gender relations as fair and equitable, which in turn predicted greater levels of life satisfaction.     

Influences of problem format and SES on preschoolers’ understanding of approximate addition

Recent studies suggest that 5-year-olds can add and compare large numerical quantities through approximate representations of number. However, the nature of this understanding and its susceptibility to environmental influences remain unclear. We examined whether children's early competence depends on the canonical problem format (i.e., arithmetic operations presented on the left side). Sixty children from middle-to-high-SES backgrounds (Experiment 1) and 47 children from low-SES backgrounds (Experiment 2) viewed events that required them to add and compare large numbers. Events were shown in a canonical or noncanonical format. Children from both SES backgrounds performed above chance on the approximate addition tasks, but children from middle-to-high-SES backgrounds performed significantly better. Moreover, children from middle-to-high SES backgrounds performed better when problems were presented in the canonical format, whereas children from low-SES backgrounds did not. These results suggest that children's understanding of approximate number is affected by some of the same environmental factors that affect performance on exact arithmetic tasks.     

The ease-of-processing heuristic and the stability bias: dissociating memory, memory beliefs, and memory judgments

Judgments about memory are essential in promoting knowledge; they help identify trustworthy memories and predict what information will be retained in the future. In the three experiments reported here, we investigated the mechanisms underlying predictions about memory. In Experiments 1 and 2, single words were presented once or multiple times, in large or small type. There was a double dissociation between actual memory and predicted memory: Type size affected predicted but not actual memory, and future study opportunities affected actual memory but scarcely affected predicted memory. The results of Experiment 3 suggest that beliefs and judgments are largely independent, and neither consistently resembles actual memory. Participants' underestimation of future learning-a stability bias-stemmed from an overreliance on their current memory state in making predictions about future memory states. The overreliance on type size highlights the fundamental importance of the ease-of-processing heuristic: Information that is easy to process is judged to have been learned well.