Daniel C. Moos, PhD, will be presenting his recent work at an international conference, American Educational Research Association (AERA), in April, 2011. This research focused on “metacognitive calibration”, which is typically defined as a student’s perception of his or her knowledge. Findings from this study suggest a surprising “expertise” effect in which those with higher prior domain knowledge are initially less accurate about their domain expertise. A defining characteristic of experts is their ability to unconsciously recall knowledge related to their expertise. This unconscious process may explain why they are initially inaccurate in consciously identifying the extent of their knowledge.