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dc.contributor.authorTullis, Jonathan G.
dc.date.accessioned2019-02-25T22:22:59Z
dc.date.available2019-02-25T22:22:59Z
dc.date.issued2018-11
dc.identifier.citationTullis, J.G. Mem Cogn (2018) 46: 1360. https://doi.org/10.3758/s13421-018-0842-4en_US
dc.identifier.issn0090-502X
dc.identifier.issn1532-5946
dc.identifier.pmid30019180
dc.identifier.doi10.3758/s13421-018-0842-4
dc.identifier.urihttp://hdl.handle.net/10150/631745
dc.description.abstractPredicting what others know is vital to countless social and educational interactions. For example, the ability of teachers to accurately estimate what knowledge students have has been identified as a crucial component of effective teaching. I propose the knowledge estimation as cue-utilization framework, in which judges use a variety of available and salient metacognitive cues to estimate what others know. In three experiments, I tested three hypotheses of this framework: namely, that participants do not automatically ground estimates of others' knowledge in their own knowledge, that judgment conditions shift how participants weight different cues, and that participants differentially weight cues based upon their diagnosticity. Predictions of others' knowledge were dynamically generated by judges who weighed a variety of available and salient cues. Just as the accuracy of metacognitive monitoring of one's own learning depends upon the conditions under which judgments of self are elicited, the bases and accuracy of metacognitive judgments for others depends upon the conditions under which they are elicited.en_US
dc.description.sponsorshipUniversity of Arizonaen_US
dc.language.isoenen_US
dc.publisherSPRINGERen_US
dc.relation.urlhttp://link.springer.com/10.3758/s13421-018-0842-4en_US
dc.rights© Psychonomic Society, Inc. 2018.en_US
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/
dc.subjectMetacognitionen_US
dc.subjectMonitoringen_US
dc.subjectPerspective takingen_US
dc.titlePredicting others’ knowledge: Knowledge estimation as cue utilizationen_US
dc.typeArticleen_US
dc.contributor.departmentUniv Arizona, Dept Educ Psycholen_US
dc.identifier.journalMEMORY & COGNITIONen_US
dc.description.note12 month embargo; published online: 17 July 2018en_US
dc.description.collectioninformationThis item from the UA Faculty Publications collection is made available by the University of Arizona with support from the University of Arizona Libraries. If you have questions, please contact us at repository@u.library.arizona.edu.en_US
dc.eprint.versionFinal accepted manuscripten_US
dc.source.journaltitleMemory & Cognition
dc.source.volume46
dc.source.issue8
dc.source.beginpage1360
dc.source.endpage1375


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