学习判断 (JOLs) 影响项目记忆,但不影响源记忆:使用多项式模型对JOL反应性的洞察
Sarah J Myers1, Matthew G Rhodes2, Vanessa M Loaiza3
1Department of Psychology, Minnesota State University, Mankato.
Journal of experimental psychology. Learning, memory, and cognition
|October 17, 2024
概括
学习判断 (JOLs) 增强学习项目的记忆,而不是特定的来源细节. 这一发现表明,改进的项目内存,而不是源内存的变化,驱动JOL反应,为内存监控机制提供了新的见解.
科学领域:
- 认知心理学 认知心理学
- 超认知 (Metacognition) 是一种表认知 (metacognition) 的方法.
- 记忆研究 记忆研究
背景情况:
- 学习判断 (JOLs) 评估记忆理解,但可以改变记忆 (JOL反应性).
- 现有的理论,如暗示强化和改变目标账户,建议JOL反应的不同机制.
- 了解这些机制对于准确的元认知评估至关重要.
研究的目的:
- 调查JOL反应性背后的机制.
- 要区分JOL反应性的提示强化和改变目标账户.
- 为了确定JOL是否主要影响项目内存或源内存.
主要方法:
- 参与者研究了相关/无关的单词对,并使用彩色字体进行源识别.
- 层次贝叶斯模型分析了JOL对项目,相关性和颜色记忆的影响.
- 实验将JOL与相关性判断 (JOR) 进行了比较,并检查了学习时间分配.
主要成果:
- JOL和JOR加强了相关和非相关对的项目记忆.
- 无论是JOL还是JOR,都没有专门增强相关性的源内存.
- 与改变目标账户相反,JOLs没有改变学习时间分配.
结论:
- 增强的物品内存似乎是JOL反应能力的主要驱动因素.
- 这些发现挑战了现有的解释,强调了物品记忆增强的作用.
- 这项研究为影响记忆判断的元认知过程提供了新的见解.
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