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1 Cognitive Studies, 20(3), (Sep. 2013) It is an important question for the cognitive study whether implicit processes affect metacognitive control or not. On the Koriat s (2000) view, the subjective experience is a product through implicit processes, and relates next metacognitive control. It is unclear whether implicit processes influence metacognitive control. Our study investigates this question with subliminal mere exposure paradigm. Other important question is an individual difference of metacognitive process. Song, et al. (2011) showed individual differences in metacognitive monitoring. The purposes of this study are to examine whether (1) the implicit process relates metacognitive control, and (2) this relation depends on individual differences in metacognitive monitoring. Experiment 1 consisted of 3 phases. First phase, participants were presented unfamiliar polygonal shapes subliminally. Second phase, they studied the shape of polygons which were exposed and unexposed at first phase by their pace. Third phase, they made recognition judgments on studied polygons and predicted their recognition performance. The experiment showed that participants who can predict accurately their recognition performance allocated more study time to unexposed polygons than exposed. This result indicates that implicit processes may possibly drive metacognitive control through the intermediary of metacognitive monitoring. However, this interpretation is based on an assumption that off-line monitoring defined with the prediction accuracy of recognition performance after self-paced study is identical with on-line monitoring which may intermediate the effect of implicit processes to control during self-paced study. Therefor experiment 2 examines this assumption about relationship between off-line and on-line monitoring. Our data showed that significant correlation between the on-line and the off-line monitoring measure. The data indicates that the on-line and off-line monitoring have a common process. Our results suggested that we could use the information from the implicit process to metacognitive control. Keywords: metacognitive control, metacognitive monitoring, subliminal mere exposure effects 1. Effects of Subliminal Mere Exposure on the Study Time Allocation, by Shogo Amano, and Masahiko Okamoto (Osaka Prefecture University, Department of Human Sciences). (Nelson, 1996) Nelson (1996) (Son & Metcalfe, 2000)
2 Vol. 20 No (Mazzoni, Comoldi, & Marchitelli, 1990; Nelson & Leonesio, 1988) (Le Ny, Dehiere & Le Taillanter, 1972) Reder (1996) Reder & Schunn (1996) (2012) (, 1999) (LeNy,Dehiere& Le Taillanter, 1972) (Jacoby & Whitehouse, 1989) (Bornstein & D Agostino, 1992) (Fernandez-Duque, Baird & Posner, 2000; Kentridge & Heywood, 2000; Koriat, 2000; Koriat & Levy-Sadot, 2000; Kelley & Jacoby, 1996; Metcalfe, 2000; Reder & Schunn, 1996; Spehn & Reder, 2000) Jacoby & Whitehouse (1989) Koriat (2000) the tip- of-the-tongue (TOT) (Spehn & Reder, 2000) TOT Koriat (2000) (Koriat, 2000; Koriat & Levy-Sadot, 2000; Reder & Schunn, 1996; Spehn & Reder, 2000) Remember/ Know Remember/ Know (Remember) (Know) Remember Know (Tulving, 1985) Rajaram (1993) Remember/ Know
3 370 Cognitive Studies Sep Remember Know Rajaram (1993) Know Rajaram (1993) Kelly & Jacoby (1996) Know Koriat (2000) Nelson & Leonesio (1988) Rajaram (1993) Know Koriat (2000) Reder & Schunn (1996) (Mazzoni, Comoldi, & Marchitelli, 1990; Nelson & Leonesio, 1988) Song, Kanai, Fleming, Weil, Schwarzkopf, & Rees (2011) Bornstein & D Agostino (1992) Rajaram (1993) (Bornstein & D Agostino, 1992)
4 Vol. 20 No Vanderplas & Garvin (1959) (800 msec) (17 msec) (200 msec) (500 msec) CRT (NANAO Flex Scan 54T) (Power Mac G4 Dual) PsyscopeX B % 100% 11 (Veenman, Van Hout-Wolters, & Afflerbach, 2006) 1
5 372 Cognitive Studies Sep t (t(42) =.15, n.s.) SD M =.01 (SD =.33) M =.01 (SD =.33) (Song et al., 2011) % % 90% 86.7% 60% (n = 10) 3 (n = 16) 2 2 2
6 Vol. 20 No (F (1, 24) = 0.309, n.s.) (F (1, 24) = 5.39, p =.029) 1) 1) R anovakun (F (1, 9) = 8.60, p =.017) (F (1, 15) = 1.45, n.s.)
7 374 Cognitive Studies Sep ( ) t 5 (t(24) = 2.28, p =.034) (t(24) = 3.87, p<.001) ( ) Koriat (2000) (Le Ny et al., 1972) Le Ny et al. (1972) (Veenman, Van Hout-Wolters, & Afflerbach, 2006) 1
8 Vol. 20 No (, 2012; Veeman et al., 2006) sure not-sure % 100% 5% Bornstein & D, Agostino (1992) sure not-sure 1 2 sure sure sure not-sure 2 Vanderplas & Garvin (1959) 6 sure not-sure 12 sure not-sure sure not-sure sure/not-sure
9 376 Cognitive Studies Sep sure sure sure sure sure M =.50 (SD =.20) 1 1 (M =24.0, SD =10.1) 2 r =.46, p = Nelson & Leonesio (1988) Koriat (2000) Koriat (2000) 2 (Bornstein & D Agostino, 1992) (Le Ny et al.,1972)
10 Vol. 20 No Bornstein & D Agostino (1992) Le Ny et al. (1972) Song et al. (2011) Koriat (1997) (intrinsic cues) (extrinsic cues) (mnemonic cues) 3 (Koriat, 1997, 2000) 3 Kelly & Jacoby (1996) 2 (M =82.9, SD =9.3) (M =59.0, SD =10.8) r =.50, p =.012 Bornstein, R. F., & D Agostino, P. R. (1992). Stimulus recognition and the mere exposure effect. Journal of Personality and Social Psychology, 63, Fernandez-Duque, D., Baird, J., & Posner, M. (2000). Awareness and metacognition. Consciousness and Cognition, 9, Jacoby, L. L., & Whitehouse, K. (1989). An illusion of memory: False recognition influenced by unconscious perception. Journal of Experimental Psychology: General, 118, Kelley, C. M., & Jacoby, L. L. (1996). Memory attributions: Remembering, knowing, and feeling of knowing. In Reder, L. M. (Ed.), Implicit memory and metacognition, Hillsdale, NJ: Erlbaum. Kentridge, R. W., & Heywood, C. A. (2000). Metacognition and awareness. Consciousness and Cognition, 9, Koriat, A. (1997). Monitoring one s knowledge during study: A cue-utilization approach to judgments of learning. Journal of Experimental Psychology: General, 126, Koriat, A. (2000). The Feeling of Knowing: Some Metatheoretical Implications for Consciousness and Control. Consciousness and Cognition, 9, Koriat, A., & Levy-Sadot, R. (2000). Conscious and Unconscious Metacognition: A Rejoinder. Consciousness and Cognition, 9, Le Ny, J. F., Denhiere, G., & Le Taillanter, D. (1972). Regulation of study-time and interstimulus similarity in self-paced learning conditions. Acta Psychologica, 36, Mazzoni, G., Cornoldi, C., & Marchitelli, G.
11 378 Cognitive Studies Sep (1990). Do memorability ratings affect studytime allocation? Memory & Cognition, 18, Metcalfe, J. (2000). Feelings and Judgments of Knowing: Is There a Special Noetic State? Consciousness and Cognition, 9, Nelson, T. O. (1996). Consciousness and metacognition. American Psychologist, 51, Nelson, T. O., & Leonesio, R. J. (1988). Allocation of self-paced study time and the Laborin-Vain Effect. Journal of Experimental Psychology: Learning, Memory, and Cognition, 14, (1999)... (2012).., 51, Rajaram, S. (1993). Remembering and Knowing: Two means of access to the personal past. Memory & Cognition, 21, Reder, L. M. (1996). Preface. In L. M. Reder (Ed.), Implicit memory and metacognition, iv vii. Hillsdale, NJ: Erlbaum. Reder, L. M., & Schunn, C. D. (1996). Metacognition does not imply awareness: Strategy choice is governed by implicit learning and memory. In L. M. Reder (Ed.), Implicit memory and metacognition, Hillsdale, NJ: Erlbaum. Son, L. K., & Metcalfe, J. (2000). Metacognitive and control strategies in study-time allocation. Journal of experimental psychology. Learning, memory, and cognition, 26, Song, C., Kanai, R., Fleming, S. M., Weil, R. S., Schwarzkopf, D. S., & Rees, G. (2011). Relating inter-individual differences in metacognitive performance on different perceptual tasks. Consciousness and Cognition, 20, Spehn, M. K., & Reder, L. M. (2000). The Unconscious Feeling of Knowing: A Commentary on Koriat s Paper. Consciousness and Cognition, 9, Tulving, E. (1995). Memory and consciousness. Canadian Psychology, 26, Vanderplas, J. M., & Garvin, E. A. (1959). The association value of random shapes. Journal of Experimental Psychology, 57, Veenman, M., Van Hout-Wolters, B., & Afflerbach, P. (2006). Metacognition and learning: conceptual and methodological considerations. Metacognition and Learning, 1, (Received 21 Jan. 2013) (Accepted 27 June 2013) European Association for Research on Learning and Instruction ( ) AERA, SRCD, EARLI
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