![]() Specifically, perceptually clear materials are judged to be better learned than perceptually degraded materials. Recent studies have consistently demonstrated that adult learners use such perceptual features as a basis for self-judgments about memory, decision-making and reasoning (e.g., Rhodes and Castel, 2008 Alter and Oppenheimer, 2009 Yue et al., 2013 Pieger et al., 2016). Textual materials can be presented in formats that are more perceptually clear in terms of font size, type, and contrast (e.g., 12-point black Times New Roman font on a white background) or in formats that are more perceptually degraded (e.g., nine-point gray Monotype Corsiva font on a white background). One set of cues for JOLs that has received recent attention involve the perceptual features of textual materials. Judgments of learning (JOLs Rhodes, 2016) are predictive of learning only when they rely on cues that are predictive of learning. However, learners do not have direct access to memory traces, but rather infer the state of learning from various cues such as the characteristics of the learning materials, the conditions of learning, or the subjective experience during learning ( Koriat, 1997). To self-regulate learning effectively, learners need to accurately judge the extent to which the studied information has thus far been learned. These results suggest that the use of font size as a cue when monitoring one’s own learning is robust across the life span and, further, that this cue has at least some validity. No differences were observed between the two age groups in the effect of font size on memory or metamemory. As did adults, children predicted they would remember large font size words better than small font size words and, in fact, actually remembered the large font size words better. First and fifth–sixth graders studied words for a free recall test presented in either large or small font and made judgments of learning (JOLs) for each word. ![]() The current study extended this investigation to elementary school children. ![]() Most studies have not demonstrated a significant effect of font size on adults’ memory, but a recent meta-analysis of these studies revealed a subtle memory advantage for large font words. Previous studies consistently have found that adults use font size as a cue when monitoring their learning, judging that they will remember large font size words better than small font size words. Recently, there has been a growing interest in the effect of perceptual features of learning materials on adults’ memory and metamemory. ![]()
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