通过练习提高超记忆的准确性并不需要练习超记忆
John T West1, Jack M Kuhns2, Dayna R Touron2
1Department of Psychology, The Pennsylvania State University, University Park, PA, USA.
概括
学习者学习者学习者
科学领域:
- 认知心理学 认知心理学
- 教育心理学教育心理学
- 神经科学是一个神经科学.
背景情况:
- 学习者经常对未来的记忆表现做出不准确的预测.
- 提高超记忆准确度对于有效的学习策略至关重要.
- 以前的研究表明,练习会随着时间的推移提高元记忆的准确性.
研究的目的:
- 为了调查是否提高超记忆准确性源于练习超记忆判断或其他学习因素.
- 要区分明确的超记忆监测实践与一般的多试验学习对准确性的影响.
主要方法:
- 进行了三次多试验的回忆实验.
- 参与者被分为两组,他们要么练习学习判断,要么不练习.
- 在不同研究块中评估了元记忆的准确性.
主要成果:
- 对所有参与者来说,超记忆的准确性在研究区块中显著增加.
- 在实践和不实践明确学习判断的组之间,超记忆准确度的改善是同等的.
- 这表明,对学习进行判断的实践并不是提高准确性的首要驱动力.
结论:
- 在多试验学习过程中提高元记忆的准确性不仅仅取决于实践明确的元记忆监测.
- 诸如检索实践和使用先前的测试性能作为线索等因素对提高准确性做出了重大贡献.
- 这些发现强调了重复测试和反在元认知发展中的重要性.
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