【作者】 王偲； 杜月月； 尚婷婷； 胡小丹； 张振新； 王勋；

【Author】 Wang Cai;Du Yueyue;Shang Tingting;Hu Xiaodan;Zhang Zhenxin;Wang Xun;ZHEJIANG NORMAL UNIVERSITY Department of Psychology;

【机构】 浙江师范大学心理系；

【摘要】 元记忆监测是元记忆研究的核心成分,影响着人们如何分配认知资源、控制后面的学习,通常通过对未来记忆效果的预测(Judgement of Learning)来研究。对于元记忆监测的加工机制,研究者提出了不同的理论假设,其中流畅性假说是近年来的研究热点,已有研究发现知觉流畅性(Rawson,&Dunlosky, J.2002)、编码流畅性(Simon,&Bjork, R. A. 2001)、提取流畅性(Hertzog, Dunlosky, Robinson,&Kidder,2003)影响学习判断,但这些流畅性主要集中在信息内部处理的变化上,很少有研究考察物体或运动行为与元记忆的关系,更不用说这种行为的流畅性。本研究即操纵左右手书写,以汉语双词为学习材料,探讨书写动作流畅性对学习判断的影响。研究共设计了四个实验。实验1为单因素被试内设计,初步探讨在中文环境下书写动作流畅性是否对学习判断产生影响。自变量为书写动作流畅性,有两个水平:高流畅性和低流畅性,分别通过优势手和非优势手书写来操纵。实验2采用2×2的混合实验设计,设置无视觉反馈组与有视觉反馈组进行对比,探讨左右手书写结果的视觉差异是否影响动作流畅效应。由于左右手书写可能带来的左右空间情感偏好会影响学习判断,因此实验3要求被试统一使用优势手书写,通过戴手套或不戴手套书写来操纵书写动作流畅性,检验左右空间情感偏好是否影响动作流畅效应。前3个实验逐步厘清学习判断上的动作流畅效应确系由操纵左右手书写时的运动成分而非由于这种操纵所引起的其他因素造成的。最后,实验4对这种动作流畅效应是否依赖于真实的运动体验进行探索。综合本研究结果,可得出以下几个结论:(1)中文环境下,操纵左右手书写的书写动作流畅性影响对学习内容的学习判断。(2)学习判断上的动作流畅效应不受左右手书写结果的视觉差异以及左右手书写产生的情感偏好的影响。(3)学习判断上的动作流畅效应依赖于真实的运动体验。更多还原

【Abstract】 Metamemory monitoring is the core component of metamemory, affecting how people allocate cognitive resources and control later learning. The most frequent used by researches to assess monitoring is the judgment of learning(JOL), which amounts to a prediction about future remembering, or a rating of confidence in memory performance. For the processing mechanism of metamemory monitoring, the researchers put forward different theoretical hypotheses, in which the fluency hypothesis is a research hotspot in recent years. It has been found that encoding fluency(Simon, & Bjork, RA 2001), perceptual fluency(Rawson, & Dunlosky, J. 2002) and retrieval fluency(Hertzog, Dunlosky, Robinson, & Kidder, 2003) affect JOL. However, these fluencies are mainly focused on changes in the internal processing of information. Few studies investigate the relationship between movement of objects or behavior and metamemory, not to mention the fluency of such behavior. The current study investigates the role of motoric fluency in memory monitoring, manipulating write-hand and using Chinese double words as learning materials. Four experiments were conducted in the present study. A single factor within-subject design was used in experiment 1, which preliminarily explored the effect of motoric fluency on JOL in Chinese environment. The independent variable is the motoric fluency, divided into two levels of high-fluency and low-fluency. Participants in the current experiment were required to copy down text with either their dominant or non-dominant hand, which were then matched to hand dominance. Experiment 2 used a 2×2 mixed factorial design and set no visual feedback group comparing with visual feedback group to test whether the visual difference between left-and right-hand writing results affects the motoric fluency effect. Because the left-and right-hand writing may bring about the left and right spatial affective preferences and this will affect the judgment of learning, so subjects in experiment 3 were asked to use a unified dominant hand to write. This experiment was a single factor within-subject design, manipulating the motoric fluency by wearing gloves or without gloves writing to test whether the left and right spatial affective preferences affects the motoric fluency effect. These three experiments gradually clarified that the motoric fluency effect on JOL was indeed caused by the manipulation of the movement components when the left and right hands were written, rather than other factors caused by this manipulation. Finally, Experiment 4 explored whether the motoric fluency effect depending on the on the real sports experience in the writing process. Based on the results of this study, the following conclusions can be drawn:(1) In the Chinese environment, the motoric fluency of manipulating left and right-hand writing influences the JOL.(2) The motoric fluency effect is not affected by the visual difference between the left-and right-hand writing results and the emotional preferences of the left-and right-hand writing.(3) The motoric fluency effect on metamemory depends on the real motor experience in the writing process.更多还原