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Dive into the research topics where Carole L. Yue is active.

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Featured researches published by Carole L. Yue.


Memory & Cognition | 2013

When disfluency is—and is not—a desirable difficulty: The influence of typeface clarity on metacognitive judgments and memory

Carole L. Yue; Alan D. Castel; Robert A. Bjork

There are many instances in which perceptual disfluency leads to improved memory performance, a phenomenon often referred to as the perceptual-interference effect (e.g., Diemand-Yauman, Oppenheimer, & Vaughn (Cognition 118:111–115, 2010); Nairne (Journal of Experimental Psychology: Learning, Memory, and Cognition 14:248–255, 1988)). In some situations, however, perceptual disfluency does not affect memory (Rhodes & Castel (Journal of Experimental Psychology: General 137:615–625, 2008)), or even impairs memory (Glass, (Psychology and Aging 22:233–238, 2007)). Because of the uncertain effects of perceptual disfluency, it is important to establish when disfluency is a “desirable difficulty” (Bjork, 1994) and when it is not, and the degree to which people’s judgments of learning (JOLs) reflect the consequences of processing disfluent information. In five experiments, our participants saw multiple lists of blurred and clear words and gave JOLs after each word. The JOLs were consistently higher for the perceptually fluent items in within-subjects designs, which accurately predicted the pattern of recall performance when the presentation time was short (Exps. 1a and 2a). When the final test was recognition or when the presentation time was long, however, we found no difference in recall for clear and blurred words, although JOLs continued to be higher for clear words (Exps. 2b and 3). When fluency was manipulated between subjects, neither JOLs nor recall varied between formats (Exp. 1b). This study suggests a boundary condition for the desirable difficulty of perceptual disfluency and indicates that a visual distortion, such as blurring a word, may not always induce the deeper processing necessary to create a perceptual-interference effect.


Medical Education | 2013

Applying the cognitive theory of multimedia learning: an analysis of medical animations

Carole L. Yue; Jessie Kim; Rikke Ogawa; Elena Stark; Sara Kim

Context  Instructional animations play a prominent role in medical education, but the degree to which these teaching tools follow empirically established learning principles, such as those outlined in the cognitive theory of multimedia learning (CTML), is unknown. These principles provide guidelines for designing animations in a way that promotes optimal cognitive processing and facilitates learning, but the application of these learning principles in current animations has not yet been investigated. A large‐scale review of existing educational tools in the context of this theoretical framework is necessary to examine if and how instructional medical animations adhere to these principles and where improvements can be made.


Aging Neuropsychology and Cognition | 2017

Metacognition and proofreading: the roles of aging, motivation, and interest

Mary B. Hargis; Carole L. Yue; Tyson Kerr; Kenji Ikeda; Kou Murayama; Alan D. Castel

ABSTRACT The current study examined younger and older adults’ error detection accuracy, prediction calibration, and postdiction calibration on a proofreading task, to determine if age-related differences would be present in this type of common error detection task. Participants were given text passages, and were first asked to predict the percentage of errors they would detect in the passage. They then read the passage and circled errors (which varied in complexity and locality), and made postdictions regarding their performance, before repeating this with another passage and answering a comprehension test of both passages. There were no age-related differences in error detection accuracy, text comprehension, or metacognitive calibration, though participants in both age groups were overconfident overall in their metacognitive judgments. Both groups gave similar ratings of motivation to complete the task. The older adults rated the passages as more interesting than younger adults did, although this level of interest did not appear to influence error-detection performance. The age equivalence in both proofreading ability and calibration suggests that the ability to proofread text passages and the associated metacognitive monitoring used in judging one’s own performance are maintained in aging. These age-related similarities persisted when younger adults completed the proofreading tasks on a computer screen, rather than with paper and pencil. The findings provide novel insights regarding the influence that cognitive aging may have on metacognitive accuracy and text processing in an everyday task.


Medical Education | 2015

Predicting and influencing training success: spatial abilities and instructional design.

Carole L. Yue

In competitive training or educational programmes, predictors of success can be valuable tools for both applicants and admissions decision makers. Finding such predictors, however, can be tricky: mastery of knowledge or skills may depend on many interrelated factors, and pinpointing which are relevant for the desired outcome measures can be challenging. In the current issue of Medical Education, Langlois and colleagues propose that spatial abilities may be a valuable predictor for the successful performance of technical skills such as surgical procedures.


Motivation Science | 2016

Achievement goals affect metacognitive judgments

Kenji Ikeda; Carole L. Yue; Kou Murayama; Alan D. Castel

The present study examined the effect of achievement goals on metacognitive judgments, such as judgments of learning (JOLs) and metacomprehension judgments, and actual recall performance. We conducted five experiments manipulating the instruction of achievement goals. In each experiment, participants were instructed to adopt mastery-approach goals (i.e., develop their own mental ability through a memory task) or performance-approach goals (i.e., demonstrate their strong memory ability through getting a high score on a memory task). The results of Experiments 1 and 2 showed that JOLs of word pairs in the performance-approach goal condition tended to be higher than those in the mastery-approach goal condition. In contrast, cued recall performance did not differ between the two goal conditions. Experiment 3 also demonstrated that metacomprehension judgments of text passages were higher in the performance-approach goal condition than in the mastery-approach goals condition, whereas test performance did not differ between conditions. These findings suggest that achievement motivation affects metacognitive judgments during learning, even when achievement motivation does not influence actual performance.


Medical Education | 2013

Applying the cognitive theory of multimedia learning

Carole L. Yue; Jessie Kim; Rikke Ogawa; Elena Stark; Sara Kim

Context  Instructional animations play a prominent role in medical education, but the degree to which these teaching tools follow empirically established learning principles, such as those outlined in the cognitive theory of multimedia learning (CTML), is unknown. These principles provide guidelines for designing animations in a way that promotes optimal cognitive processing and facilitates learning, but the application of these learning principles in current animations has not yet been investigated. A large‐scale review of existing educational tools in the context of this theoretical framework is necessary to examine if and how instructional medical animations adhere to these principles and where improvements can be made.


Medical Education | 2013

Applying the cognitive theory of multimedia learning: an analysis of medical animations: Analysis of medical animations

Carole L. Yue; Jessie Kim; Rikke Ogawa; Elena Stark; Sara Kim

Context  Instructional animations play a prominent role in medical education, but the degree to which these teaching tools follow empirically established learning principles, such as those outlined in the cognitive theory of multimedia learning (CTML), is unknown. These principles provide guidelines for designing animations in a way that promotes optimal cognitive processing and facilitates learning, but the application of these learning principles in current animations has not yet been investigated. A large‐scale review of existing educational tools in the context of this theoretical framework is necessary to examine if and how instructional medical animations adhere to these principles and where improvements can be made.


Journal of Educational Psychology | 2013

Reducing Verbal Redundancy in Multimedia Learning: An Undesired Desirable Difficulty?.

Carole L. Yue; Elizabeth Ligon Bjork; Robert A. Bjork


Educational Psychology Review | 2015

Highlighting and Its Relation to Distributed Study and Students' Metacognitive Beliefs

Carole L. Yue; Benjamin C. Storm; Nate Kornell; Elizabeth Ligon Bjork


Metacognition and Learning | 2016

Commentary: Is disfluency desirable?

Robert A. Bjork; Carole L. Yue

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Alan D. Castel

University of California

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Elena Stark

University of California

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Jessie Kim

University of California

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Rikke Ogawa

University of California

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Sara Kim

University of Washington

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