摘要
文章以90名大学生为被试,通过两个学习判断的实验,研究间隔学习和测试效应对即刻学习判断及其准确性的影响,结果表明:(1)间隔学习促进记忆保持力,降低即刻学习判断中对困难学习材料的高估并提高学习判断相对准确性。(2)重学前预测试具有增强记忆痕迹的功能,在间隔学习的基础上显著提高了学习判断相对准确性。(3)外部线索应当区分,间隔学习和预测试属于不同的外部线索。
Judgment of learning （JOL） is an important form of metamemory monitoring judgment, which is a predictability judgment of recollection in the later recall test completed by the individuals after learning. How to improve the accuracy of JOL is one of the core contents of the JOL studies. Many factors affect JOL and the accuracy of JOL, including the intrinsic clues, the extrinsic clues, and the mnemonics clues. Among these, certain learning conditions, such as spaced learning and testing, are extrinsic factors that can be easily manipulated. They can make a critical impact on the memory and metamemory. The study included two experimental designs in order to improve the memory effect and metamemory monitoring accuracy. Experiment 1 took the form of two - factorial mixed design, investigating the effect of spaced learning made on JOL and the accuracy of JOL, massed learning as a reference. Experiment 2 was a two - factorial mixed design. Based on the spaced learning effect of Experiment 1, Experiment 2 utilized the test effect and explored how spaced learning with the test impacts the judgement of learning and the accuracy of JOL. The results showed that, a） the spaced learning significantly improved recall performance, reduced the over confidence in immediate judgment of learning and improve the accuracy of JOL for difficuh items; b） testing before repetitive learning enhanced memory traces and significantly improved the relative accuracy of JOL based on spaced learning; and c） different extrinsic clues should be distinguished, such as spaced learning and pre -test.
出处
《心理科学》
CSSCI
CSCD
北大核心
2013年第3期663-668,共6页
Journal of Psychological Science
基金
教育部重点课题(DBA110182)
教育部人文社科规划基金项目(11YJA880161)资助
关键词
间隔学习
测试
学习判断
spaced learning, testing, judgment of learning
