How beliefs can impact judgments of learning: Evaluating analytic processing theory with beliefs about fluency

According to analytic-processing theory, when people are asked to judge their future memory performance, they search for cues that will help them reduce their uncertainty for how well they will remember each item. For instance, many people believe that more fluently performing a task is related to better task performance. Thus, when studying items for an upcoming test, items that are believed to be more easily processed are expected to be judged as more memorable. To test this prediction, we had participants judge their learning of words presented for study in two colors (blue or green), because these colors were not expected to differentially impact processing fluency or memory. During the task instructions, some participants were led to believe that one color was easier to process than another, but nothing was mentioned about whether color was related to memory. Across multiple experiments, color did not consistently influence final test performance, whereas people’s judgments were significantly higher for words printed in the color that had been associated with more fluent processing. In a final experiment, a different instruction was used in which one color was associated with being more calming when read. For participant’s who believed that calming was associated with better memory, JOLs were higher for the words presented in the allegedly calming color. This evidence supports analytic-processing theory and further highlights the central (and sometimes subtle) role of people’s beliefs as they judge their learning.