Test Framing Generates a Stability Bias for Predictions of Learning by Causing People to Discount their Learning Beliefs.
Test Framing Generates a Stability Bias for Predictions of Learning by Causing People to Discount their Learning Beliefs.
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DOI：
10.1016/j.jml.2014.06.003
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发表时间：
2014-08-01
影响因子：
4.3
通讯作者：
Hertzog C
中科院分区：
文献类型：
--
作者：
Ariel R;Hines JC;Hertzog C
人们在为未来的学习机会做出学习预测(POL)时，估计学习的变化很小，尽管后来表现出了更好的表现，并意识到了这一点。这种现象被概念化为学习判断中的稳定性偏差。我们调查了这种效应的可塑性，以及它是否反映了人们对学习的潜在信念。我们操纵了预测框架，通过让参与者在实验前后构建预测的学习曲线，来强调测试与记忆研究的作用，并直接测量关于多次试验学习对学习影响的信念。当表现以学习收益而不是测试收益来衡量时，平均POL对学习测试机会的数量更敏感，并且POL反映了先前存在的关于学习的信念。稳定性偏差的部分原因是框架，反映了对学习益处的折扣信念，而不是对表现稳定性的固有信念。
People estimate minimal changes in learning when making predictions of learning (POLs) for future study opportunities despite later showing increased performance and an awareness of that increase. This phenomenon is conceptualized as a stability bias in judgments about learning. We investigated the malleability of this effect, and whether it reflected people’s underlying beliefs about learning. We manipulated prediction framing to emphasize the role of testing vs. studying on memory and directly measured beliefs about multi-trial study effects on learning by having participants construct predicted learning curves before and after the experiment. Mean POLs were more sensitive to the number of study-test opportunities when performance was framed in terms of study benefits rather than testing benefits and POLs reflected pre-existing beliefs about learning. The stability bias is partially due to framing and reflects discounted beliefs about learning benefits rather than inherent belief in the stability of performance.
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