Michelle L Meade
Biographic Data
| ID | 7496036 |
|---|---|
| NAME | Michelle L Meade |
| GIVEN NAMES | Michelle L |
| FAMILY NAME | Meade |
| SIGNATURE | MEADE M L |
| AFFILIATIONS | Montana State University |
| ORCID | 0000-0002-4941-2183 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2007 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Making judgments of learning (JOLs) for oneself versus others
A judgment of learning (JOL) refers to an individual’s evaluation and prediction of their own learning. Converging evidence suggests that making JOLs is an inferential process, with individuals basing their judgments on a variety of cues that may or may not be diagnostic of future performance. Compared to such JOLs for oneself, considerably less is known about making JOLs for others , but the existing evidence on this topic also supports an infer…
Collaborative review enhances note-taking, especially after a longer delay, but does not boost test performance
The present study replicated and extended prior research by comparing the effects of reviewing notes in groups vs. reviewing notes individually on individual final test performance. We also examined the potential interaction between reviewing delay and reviewing methods. Finally, students completed a questionnaire, the results of which reveal how students perceive the effectiveness of group vs. individual reviewing methods. In this experiment, st…
Social contagion of memory and the role of self-initiated relative judgments
Two experiments examined the role of spontaneous relative judgments within the social contagion of memory paradigm (Roediger, Meade, & Bergman, 2001). Participants viewed household scenes (for short or long durations) in collaboration with a confederate (with low, average, or superior memory ability) who falsely recalled incorrect items as having occurred in the scenes. Of interest was whether or not participants would spontaneously evaluate the …
Improving Cognitive Function in Older Adults
This article considers two nontraditional approaches for developing interventions to improve cognition in older adults. Neither of these approaches relies on traditional explicit training of specific abilities in the laboratory. The first technique involves the activation of automatic processes through the formation of implementation intentions that enhance the probability that a desired action will be completed, such as remembering to take medic…
No prominent works on this page.
Improving Cognitive Function in Older Adults
This article considers two nontraditional approaches for developing interventions to improve cognition in older adults. Neither of these approaches relies on traditional explicit training of specific abilities in the laboratory. The first technique involves the activation of automatic processes through the formation of implementation intentions that enhance the probability that a desired action will be completed, such as remembering to take medic…
Social contagion of memory and the role of self-initiated relative judgments
Two experiments examined the role of spontaneous relative judgments within the social contagion of memory paradigm (Roediger, Meade, & Bergman, 2001). Participants viewed household scenes (for short or long durations) in collaboration with a confederate (with low, average, or superior memory ability) who falsely recalled incorrect items as having occurred in the scenes. Of interest was whether or not participants would spontaneously evaluate the …
Collaborative review enhances note-taking, especially after a longer delay, but does not boost test performance
The present study replicated and extended prior research by comparing the effects of reviewing notes in groups vs. reviewing notes individually on individual final test performance. We also examined the potential interaction between reviewing delay and reviewing methods. Finally, students completed a questionnaire, the results of which reveal how students perceive the effectiveness of group vs. individual reviewing methods. In this experiment, st…
Making judgments of learning (JOLs) for oneself versus others
A judgment of learning (JOL) refers to an individual’s evaluation and prediction of their own learning. Converging evidence suggests that making JOLs is an inferential process, with individuals basing their judgments on a variety of cues that may or may not be diagnostic of future performance. Compared to such JOLs for oneself, considerably less is known about making JOLs for others , but the existing evidence on this topic also supports an infer…
Child and Animal Learning Development (2 works) · Cognition (2 works) · Cognitive psychology (2 works) · Memory Processes and Influences (2 works) · Metacognition (2 works) · Metamemory (2 works) · Psychology (2 works) · Recall (2 works) · Action (physics) (1 work) · Behavioral Health and Interventions (1 work)