Measuring Memory and Metamemory: Theoretical and Statistical Problems with Assessing Learning (in General) and Using Gamma (in Particular) to Do So

doi:10.4324/9780203805503-7

Chapter

Measuring Memory and Metamemory: Theoretical and Statistical Problems with Assessing Learning (in General) and Using Gamma (in Particular) to Do So

ABSTRACT

This chapter addresses the interrelated problems of assessing learning in general and using γ (the Goodman-Kruskal γ correlation), in particular, to do so. We carry out our analysis in the context of the metamemory literature on judgments of learning (JOLs), but we believe that the lessons learned are widely applicable.