Subjective learning discounts test type: evidence from an associative learning and transfer task.
Subjective learning discounts test type: evidence from an associative learning and transfer task.
复制标题
主观学习折扣测试类型：来自联想学习和迁移任务的证据。
DOI：
10.1027/1618-3169/a000039
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发表时间：
2010
影响因子：
1.3
通讯作者：
Speagle,JamesZ
中科院分区：
文献类型：
--
作者：
Touron,DaynaR;Hertzog,Christopher;Speagle,JamesZ
我们评估了记忆测试格式和测试迁移对元认知判断动态的影响程度。参与者完成了配对联想的两个研究测试阶段，有或没有转移测试类型，在四种条件之一：(1)识别然后回忆，(2)回忆然后识别，(3)从头到尾识别，或(4)从头到尾回忆。对每个阶段进行研究前、研究后和测试后的整体判断；项目研究后的学习判断（JOLs）也被收集。结果表明，元认知判断的准确性因记忆测试类型的不同而有很大差异。然而，在回忆练习中，对工作和整体预测的自信心不足会增加（Koriat的自信心不足与练习效应），而在识别练习中，自信心不足会减少。此外，测试前判断并不能完全预测测试类型转换时的性能变化。
We evaluated the extent to which memory test format and test transfer influence the dynamics of metacognitive judgments. Participants completed two study-test phases for paired-associates, with or without transferring test type, in one of four conditions:(1) recognition then recall,(2) recall then recognition,(3) recognition throughout, or (4) recall throughout. Global judgments were made prestudy, poststudy, and posttest for each phase; judgments of learning (JOLs) following item study were also collected. Results suggest that metacognitive judgment accuracy varies substantially by memory test type. Whereas underconfidence in JOLs and global predictions increases with recall practice (Koriat’s underconfidence-with-practice effect), underconfidence decreases with recognition practice. Moreover, performance changes when transferring test type were not fully anticipated by pretest judgments.