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We assessed college students' perceptions of safety related to concealed carry of firearms on a university campus. Explicit assessments were collected before passage, before implementation, and after implementation of the law; implicit assessments were collected before and after implementation. For comparison, we included college students from a campus in another state that did not contemplate such legislation. Students in the state with the concealed carry law showed a significant increase in the perceived likelihood of weapon violence following its passage but not following implementation on campus one year later. No differences in safety over time were noted using the implicit measure. Passage of a concealed carry law can significantly increase perceived likelihood of weapon violence on a university campus, whereas actual implementation may not.

Studied the effect of various instructional sets on reducing the claiming of knowledge of fictitious agencies in a survey of awareness of public agencies completed by 1,068 registered voters. Warning respondents that the list contained fake agencies reduced overclaiming but providing a memory retrieval strategy had no effect on overclaiming. (SLD)

The transfer-appropriate monitoring (TAM) hypothesis of metamemory predicts that judgment of learning (JOL) accuracy should improve when conditions during JOLs closely match conditions of the memory test. The authors devised 5 types of delayed JOLs for paired associates and varied them along with the type of memory test (cued recall or recognition). If the TAM hypothesis is correct, JOL and test type should interact to influence metamemory. Contrary to TAM, metamemory accuracy did not improve when JOL and test conditions matched but instead tended to vary according to whether the answer was apparent at time of JOL. Memory test scores and JOL magnitude were both greater when the correct target was evident during JOLs. Overall, the results are largely consistent with a monitoring retrieval view of delayed JOLs and do not support TAM as a viable account of JOL accuracy.

Judgments of learning (JOLs) made after a 5-min delay are almost perfectly accurate: the 'delayed-JOL effect' (T. O. Nelson & J. Dunlosky, 1991). The mechanisms underlying this phenomenon have been the subject of debate. This study examined the effects of delays and short-term memory (STM) distraction on memory and metamemory (JOLs). STM distraction (2.5-30 s) immediately following encoding increased both JOL accuracy and mean cued recall. However, JOLs made after longer delays (4-5 min) were even more accurate. In addition, making a JOL at longer delays improved cued-recall performance. Conditional probabilities of cued recall (given successful initial retrieval) also increased over time and with interference, indicating that delayed JOLs may alter what they assess. Finally, increased confidence was associated with shorter JOL latencies only at delays. The results are consistent with an accessibility view of metamemory (e.g., A. Koriat, 1993).

The present study was designed to examine the impact of exercise intensity and aerobic fitness on free recall, judgments of learning (JOLs), and metacognitive accuracy. In Experiment 1, 30 college students engaged in either (1) no exercise, (2) light exercise (55% of predicted maximal heart rate), or (3) moderate exercise (75% of predicted maximal heart rate) on three different days. In Experiment 2, 29 high-fit students (VO2 max ≥ 70th percentile) and 28 low-fit students (VO2 max ≤ 50th percentile) completed sedentary and light exercise conditions. In both experiments, free recall scores significantly increased in the exercise conditions compared with the sedentary condition, but JOL magnitude and metacognitive accuracy were largely unaffected. These results demonstrate that exercise can improve recall at both light and high intensities, and that the benefit can be obtained by individuals regardless of their fitness level. [ABSTRACT FROM AUTHOR]