固定步调和自定步调下学习判断对记忆效果的影响
The Influence of Making Judgments of Learning on Memory Performance Under Experimenter-Paced and Self-Paced
郝雨 1孙红梅1
作者信息
- 1. 天津中医药大学管理学院,天津 301617
- 折叠
摘要
为探讨学习判断对记忆效果的影响,揭示学习判断反应性的机制.本研究采用学习判断反应性的经典范式考察个体在固定步调(实验 1)和自定步调(实验 2)不同时间分配情境下的记忆正确率,探究学习判断反应性的机制.结果发现,不论是固定步调还是自定步调的时间分配方式,学习判断组的线索回忆成绩显著高于无学习判断组;学习判断组对高相关词对的线索回忆成绩显著高于无学习判断组,而两组在低相关词对上的记忆成绩无显著性差异.结果表明,进行学习判断能够直接显著增强个体的记忆表现,使用学习判断会促进高相关词对的记忆成绩.
Abstract
The current study aimed to assess the performance on judgments of learning(JOLs)on memory.This study assessed by learning-judgment-recall paradigm to examine the memory accuracy of individuals in different time allocation scenarios at experimenter-paced(Experiment 1)and at self-paced(Experiment 2),and to reveal the mechanism of JOL reactivity effect.The results showed that making JOLs had a positive reactivity on memory regardless of the experimenter-paced or self-paced time allocation.For strongly related pairs,the memory performance of the clue recall in making JOLs was significantly higher than that in no-JOLs;however,for weakly related pairs,there was no significant difference between making JOLs and no-JOLs in memory performance.The results indicate that making JOLs significantly enhances the memory performance of individuals,particularly for strongly related word pairs.
关键词
学习判断反应性/记忆/固定步调/自定步调Key words
JOL reactivity/memory/experimenter-paced/self-paced引用本文复制引用
基金项目
天津市教育科学规划课题(CBE210095)
出版年
2024
NETL
NSTL
万方数据