Accuracy and distortion in memory for high school grades

Article Abstract:

Accuracy of recall is positively correlated to academic achievement, and distortion in the recalled content fails to show any correlation with forgetting of the veridical content. A study in which students recall high school grades indicates that accuracy of recall decreases monotonically from higher letter grades to lower letter grades. The positive correlation implies to result from frequent rehearsals of affectively positive content and reconstructive inferences based on homogeneous, generic memories.

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The importance of retrieval failures to long-term retention: A metacognitive explanation of the spacing effect

Article Abstract:

A report on two investigations in which long intervals between study sessions yield substantial benefits to long-term retention, at a cost of only moderately longer individual study sessions, is presented. The findings are relevant to theory and to educators whose primary interest in memory pertains to long-term maintenance of knowledge.

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Confidence and accuracy in the recall of deceptive and nondeceptive sentences

Article Abstract:

Two experiments were carried out to study the metamemory theory of confidence for the domain of sentence recall. The results were interpreted as showing that participants generated their confidence judgments using the metamemory belief that complete recalls are accurate recalls.

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