【作者】 陈璐瑶； 张振新； 王勋；

【Author】 Chen Luyao;Zhang Zhenxin;Wang Xun;School of Psychology,Zhejiang Normal University;

【机构】 浙江师范大学心理学院；

【摘要】 学习判断是元认知监测性判断的一种重要形式,通常被定义为在后续测试中对已经学习过的项目的预见性判断(Dunlosky&Metcalfe, 2009)。研究者发现要求被试判断他们的学习情况会改变正在进行的学习过程,使其随后的记忆成绩发生变化(Roediger&Karpicke, 2006; Spellman&Bjork, 1992)。这种变化被称为学习判断反应性(judgment of learning reactivity),即做出学习判断的行为在一定程度上影响了随后的记忆成绩,使学习判断组被试的记忆成绩和无学习判断组被试的记忆成绩之间出现了显著差异(Dougherty et al., 2005; Witherby&Tauber, 2017)。目前关于学习判断是否直接影响学习者的记忆表现仍存在争议。为贴近现实学习环境,本研究采用新颖的"英文单词—中文释义"形式的词对材料来探究学习判断对学习者记忆的影响及其发生条件。本研究共设计了两个实验。实验一采用2(判断条件:有学习判断/无学习判断)×2(项目难度:容易/困难)的两因素混合实验设计。实验一发现仅在容易项目中产生了学习判断的反应性。鉴于Ariel等人(2021)发现做出学习判断可以增强对科学文本的理解,但前提是在JOL之前提示学习者进行公开提取。本研究在实验二中引入学习方式这一条件,探讨采取其他辅助学习策略(如提取练习)来引导学习者进行公开提取,更改学习方式是否会影响困难项目中学习判断反应性的产生。实验二采用2(判断条件:有学习判断/无学习判断)×2(学习方式:持续学习/提取练习)的两因素混合实验设计。两个实验得出的结论如下:(1)在容易项目上出现了学习判断的反应性,即做出学习判断的容易项目的回忆成绩显著优于未做出学习判断的容易项目的回忆成绩;然而在困难项目上不存在学习判断的反应性,即无论是否做学习判断,不影响被试在困难项目上的记忆表现。(2)在提取练习的学习方式中,困难项目出现了学习判断的反应性,即在学习阶段使用了提取练习策略并做出学习判断的被试,其记忆成绩显著高于仅使用提取练习策略的被试;然而在持续学习条件中,困难项目不存在学习判断的反应性。更多还原

【Abstract】 Judgment of learning is an important form of metacognitive monitoring judgment, which is typically defined as the prospective judgment of previously learned items during subsequent testing(Dunlosky & Metcalfe,2009). Researchers have found that requiring participants to make judgments about their learning can influence the ongoing learning process and subsequently affect their memory performance(Roediger & Karpicke, 2006;Spellman & Bjork, 1992). This phenomenon is referred to as judgment of learning reactivity, wherein the act of making learning judgments partially influences subsequent memory performance, leading to significant differences between the performance of participants who made learning judgments and those who did not(Dougherty et al.,2005; Witherby & Tauber, 2017). Currently, there is still some controversy regarding whether learning judgments directly affect learners’ memory performance. To simulate real-life learning environments, this study employed a novel "English word—Chinese translation" paired materials to investigate the impact of learning judgments on learners’ memory and the conditions under which it occurs. Two experiments were conducted in this study.Experiment 1 utilized a 2(judgment condition: with learning judgments/without learning judgments) × 2(task difficulty: easy/difficult) mixed factorial design. Experiment 1 revealed that learning judgment reactivity only occurred for easy items. Considering Ariel et al.’s(2021) finding that making learning judgments can enhance comprehension of scientific texts but requires prior retrieval practice before judgment of learning(JOL),Experiment 2 introduced the condition of learning mode to examine whether changing the learning mode by employing additional learning strategies(such as retrieval practice) to encourage learners’ retrieval prior to making learning judgments would influence the occurrence of learning judgment reactivity for difficult items. Experiment2 utilized a 2(judgment condition: with learning judgments/without learning judgments) × 2(learning mode:continuous study/retrieval practice) mixed factorial design. The conclusions drawn from the two experiments are as follows:(1) Judgment of learning reactivity was observed for easy items, with significantly better recall performance for easy items with learning judgments compared to those without learning judgments. However, no judgment of leaning reactivity was found for difficult items, indicating that making learning judgments did not affect participants’ memory performance for difficult items, regardless of whether judgments were made.(2) In the retrieval practice learning mode, learning judgment reactivity occurred for difficult items, with significantly higher recall performance for participants who employed retrieval practice and made learning judgments compared to those who only used retrieval practice. However, in the continuous study condition, no learning judgment reactivity was observed for difficult items.更多还原