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We will investigate whether meta-memory (measured through judgments of learning and confidence judgements) influences memory integration. We will test whether the actual precision of a memory or instead how well participants feel they will/have remembered will drive how much an item will contribute to a later-formed integrated representation of their individual memories, or in other words, their memory schema. We aim to directly manipulate meta-memory using the well-studied font size effect, the finding that words presented in larger font are linked to higher judgements of learning or confidence compared to words presented in smaller font (e.g., Rhodes & Castel, 2008; Undorf & Zimdahl, 2019; Luna, Nogueira, & Albuquerque, 2019), while at the same time showing little or no difference in their objective memory performance. We will present words from different categories on screen (e.g., animals, food, clothing) together with location markers on a circle (cover story: ‘exploration of an alien planet’). Participants are instructed to learn these location-word pairs (encoding phase) and to later remember the locations when cued with the words (retrieval phase). Importantly, half the words are presented in a small font size and half in a large font size. Each category is linked to a mean, or schematic location on the circle and words from this category are presented at randomly sampled, normally distributed locations around this origin location. For each location, words located to one side of the origin are shown in small font and words on the other side in large font, but importantly the distances to the origin are mirrored. In other words, for each word on the left of the origin, there is a word in the equal distance to the right of the origin. Participants are presented with two new words from each of the six categories over the course of 10 blocks. After each block we ask them to judge the average location of each category (integration phase), thereby tracking category learning over time. This approach allows us to measure whether the recreated category locations are biased towards objective or subjective memory precision. We will furthermore use a computational model to more fully understand the different influences of these variables over time when new memories are being formed. Luna, K., Nogueira, M., & Albuquerque, P. B. (2019). Words in larger font are perceived as more important: explaining the belief that font size affects memory. Memory, 27(4), 555–560. https://doi.org/10.1080/09658211.2018.1529797 Rhodes, M. G., & Castel, A. D. (2008). Memory Predictions Are Influenced by Perceptual Information: Evidence for Metacognitive Illusions. Journal of Experimental Psychology: General, 137(4), 615–625. https://doi.org/10.1037/a0013684 Undorf, M., & Zimdahl, M. F. (2019). Metamemory and memory for a wide range of font sizes: What is the contribution of perceptual fluency? Journal of Experimental Psychology: Learning Memory and Cognition, 45(1), 97–109. https://doi.org/10.1037/xlm0000571

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