对自己与他人进行学习判断 (JOL):一项审查和提出的模型
Yunfeng Wei1, Nicholas C Soderstrom1, Michelle L Meade2
1Department of Psychology, Montana State University, P.O. Box 173440, Bozeman, MT, 59717-3440, USA.
Psychonomic bulletin & review
|December 15, 2025
概括
个人通过从各种线索中推断学习 (JOLs) 的判断. 这项研究回顾了自己和其他人的JOL,提出了一个新的模型来理解人们如何判断他人.
科学领域:
- 认知心理学 认知心理学
- 超认知 (Metacognition) 是一种表认知.
- 社会认知是指社会认知.
背景情况:
- 学习判断 (JOLs) 是对自己学习的评估,通常基于使用各种线索的推断过程.
- 现有的JOL研究主要集中在自我评估上,对个人如何为他人做JOL的理解较少.
- 自主和其他导向的JOL似乎都依赖于推理过程,这表明潜在的重叠和独特的提示利用.
研究的目的:
- 审查关于自我参考JOL的文献,检查它们的特征和潜在机制.
- 综合现有关于JOL的研究,将其与自我JOL进行比较.
- 提出一个新的理论模型,从Koriat的提示利用框架中改编,以解释为他人制作JOL的过程.
主要方法:
- 系统地审查现有的关于自己学习判断的文献.
- 对其他人的学习判断现有研究的全面审查.
- 适应Koriat的提示利用框架,为其他定向的JOLs开发一个新模型.
主要成果:
- 有证据表明,JOL,无论是对自己还是对他人,都是推断过程.
- 虽然暗示利用表明自我和其他JOL之间的重叠,但在判断他人时可能会使用独特的暗示.
- 拟议的模型为理解为他人制作JOL所涉及的特定线索和机制提供了一个框架.
结论:
- 对自己和他人学习的判断有共同的推断基础,但在暗示利用方面有所不同.
- 新提出的模型为了解其他定向的JOLs提供了重要的理论进步.
- 这项研究可以为未来的基础和应用研究提供信息,研究个人如何评估他人的学习.
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