How Much Do Metamemory Beliefs Contribute to the Font-Size Effect in Judgments of Learning?
How Much Do Metamemory Beliefs Contribute to the Font-Size Effect in Judgments of Learning?
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DOI：
10.1371/journal.pone.0142351
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发表时间：
2015
期刊：
影响因子：
3.7
通讯作者：
Luo L
中科院分区：
文献类型：
--
作者：
Hu X;Li T;Zheng J;Su N;Liu Z;Luo L
有证据表明，学习项目的字体大小显着影响学习的判断（JOLs），人们的JOLs一般是较大的单词比较小的单词更高。以前的研究表明，字体大小以基于信念的方式影响JOL。然而，很少有研究直接研究人们的信念对JOL中的字体大小效应有多大贡献。本研究探讨了字体大小在多大程度上影响JOL的信念为基础的方式。在实验1中，一组被试（学习者）学习不同字体大小的单词并制作JOL，而另一组被试（观察者）观察学习者的学习阶段并为学习者制作JOL。在实验2中，受试者对大、小词进行了JOL和基于信念的回忆预测。我们的研究结果表明，元记忆信念在JOL的字体大小效应中起着重要的作用。
Evidence shows that the font size of study items significantly influences judgments of learning (JOLs) and that people’s JOLs are generally higher for larger words than for smaller words. Previous studies have suggested that font size influences JOLs in a belief-based way. However, few studies have directly examined how much people’s beliefs contribute to the font-size effect in JOLs. This study investigated the degree to which font size influenced JOLs in a belief-based way. In Experiment 1, one group of participants (learners) studied words with different font sizes and made JOLs, whereas another group of participants (observers) viewed the learners' study phase and made JOLs for the learners. In Experiment 2, participants made both JOLs and belief-based recall predictions for large and small words. Our results suggest that metamemory beliefs play an important role in the font-size effect in JOLs.