ABSTRACT
This chapter focuses on some of the metamemory processes that operate during memory reporting, and showed how these processes can have substantial effects on memory performance in a variety of situations. Memory researchers, neuropsychologists, and test administrators alike will need to grapple with the issue of whether, when, and how metamemory processes should be taken into account in the assessment of people's performance. In item-based memory assessment, the memory test or report is segmented into discrete items or propositions that can be dichotomously evaluated as either right or wrong, and that are generally given equal weight in computing the overall memory score. This is the approach taken in the vast amount of memory research based on the list-learning paradigm, as well as in much psychometric and educational testing. For present purposes, we restrict our attention to memory accuracy and memory quantity performance as they are typically evaluated in a standard item-based assessment context.
