Uninformative anchoring effect in judgments of learning
Uninformative anchoring effect in judgments of learning
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DOI：
10.1007/s11409-023-09339-w
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发表时间：
2023-03
影响因子：
3.3
通讯作者：
Kenji Ikeda
中科院分区：
文献类型：
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作者：
Kenji Ikeda
本实验研究探讨了学习判断中的无信息锚定效应是否通过学习经验而被消除。在实验中，参与者被要求在学习之前预测他们在即将到来的测试中的表现是高于还是低于锚值（在高锚条件下为80%，在低锚条件下为20%）。实验1a和1b获得了一致的结果，无论项目难度如何。具体而言，结果表明，高锚钉条件下的研究前和研究后JOL均高于低锚钉条件下的JOL。此外，高（与低）锚条件下的参与者在学习过程中的逐项JOL更高。这种锚定效应在整个学习过程中一直保持着。相比之下，两种情况下的回忆表现没有显着差异。实验三表明，在呈现锚定信息之前，通过练习任务获得测试经验并不能消除无信息锚定效应。这些研究结果表明，无信息锚定偏见JOLs，但其影响并没有消除的学习经验。
This experimental study examined whether the uninformative anchoring effect, which should be ignored, on judgments of learning (JOLs) was eliminated through the learning experience. In the experiments, the participants were asked to predict whether their performance on an upcoming test would be higher or lower than the anchor value (80% in the high anchor condition or 20% in the low anchor condition) before learning. Experiments 1a and 1b obtained consistent results, regardless of item difficulty. Specifically, the results showed that both the pre- and post-study JOLs in the high anchor condition were higher than those in the low anchor condition. Further, participants in the high (vs. low) anchor conditions made higher item-by-item JOLs during the learning process. This anchoring effect was maintained throughout the learning process. In contrast, there was no significant difference in recall performance between the two conditions. Experiment 3 demonstrated that the uninformative anchoring effect was not eliminated by obtaining test experience through a practice task before presenting anchoring information. These findings suggest that uninformative anchoring biases JOLs, but its effects are not eliminated by the learning experience.