Judgments of Learning are Influenced by Multiple Cues In Addition to Memory for Past Test Accuracy.
Judgments of Learning are Influenced by Multiple Cues In Addition to Memory for Past Test Accuracy.
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DOI：
10.1037/arc0000003
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发表时间：
2013
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当人们试图学习新信息时（例如，在学校环境中），他们往往有多种机会学习材料。最重要的事情之一是要知道人们是否在过去成功的基础上调整他们的学习行为，以提高他们的整体学习水平（例如，通过强调他们尚未学习的信息）。监控他们的学习是能够做出这些调整的关键部分。我们使用识别记忆任务来复制先前的研究，表明对过去测试结果的记忆会影响后来的监测，如学习判断（JOL;材料已被学习的信心）所衡量的，但也表明主观信心是否测试答案和重新学习项目所需的时间也对JOL有独立的影响。我们还表明，有个别差异的测试准确性和测试的信心对JOL的影响，表明一些人，但不是所有的人使用过去的测试经验，以指导他们的新的学习监测。因此，监控学习是一个考虑多种线索的复杂过程，有些人比其他人更有效地注意这些线索。提高监控绩效和学习的质量可以导致更好的学习行为和更好的学习。个体对过去测验成绩的记忆通常被认为是在多次试验学习任务中对测验经验进行学习判断的主要线索。我们使用了一个联想识别任务来评估MPT相关的现象，因为性能监测，识别测试的信心判断（CJ），是不可靠的，不同的人在准确性。目前的研究使用多层次回归模型来显示多个线索对试验2 JOL的同时和独立的影响，除了性能的准确性（MPT在线索回忆实验中的典型措施）。这些线索包括识别CJ，感知识别流畅性，和试验2研究时间分配（再加工流畅性的指标）。我们的结果扩大了再认记忆测试中MPT相关现象的范围，以显示再认测试准确性和CJ对第二次试验JOL的独立影响，同时还证明了这些线索对JOL影响的个体差异（如显着随机效应所示）模型中的回归效应）。控制其他变量（包括试验1再认记忆准确性）的学习时间对第二次试验JOL的影响也表明，第二次试验编码行为除了影响MPT外，还影响JOL。
When people try to learn new information (e.g., in a school setting), they often have multiple opportunities to study the material. One of the most important things to know is whether people adjust their study behavior on the basis of past success so as to increase their overall level of learning (for example, by emphasizing information they have not yet learned). Monitoring their learning is a key part of being able to make those kinds of adjustments. We used a recognition memory task to replicate prior research showing that memory for past test outcomes influences later monitoring, as measured by judgments of learning (JOLs; confidence that the material has been learned), but also to show that subjective confidence in whether the test answer and the amount of time taken to restudy the items also have independent effects on JOLs. We also show that there are individual differences in the effects of test accuracy and test confidence on JOLs, showing that some but not all people use past test experiences to guide monitoring of their new learning. Monitoring learning is therefore a complex process of considering multiple cues, and some people attend to those cues more effectively than others. Improving the quality of monitoring performance and learning could lead to better study behaviors and better learning. An individual’s memory of past test performance (MPT) is often cited as the primary cue for judgments of learning (JOLs) following test experience during multi-trial learning tasks. We used an associative recognition task to evaluate MPT-related phenomena, because performance monitoring, as measured by recognition test confidence judgments (CJs), is fallible and varies in accuracy across persons. The current study used multilevel regression models to show the simultaneous and independent influences of multiple cues on Trial 2 JOLs, in addition to performance accuracy (the typical measure of MPT in cued-recall experiments). These cues include recognition CJs, perceived recognition fluency, and Trial 2 study time allocation (an index of reprocessing fluency). Our results expand the scope of MPT-related phenomena in recognition memory testing to show independent effects of recognition test accuracy and CJs on second-trial JOLs, while also demonstrating individual differences in the effects of these cues on JOLs (as manifested in significant random effects for those regression effects in the model). The effect of study time on second-trial JOLs controlling on other variables, including Trial 1 recognition memory accuracy, also demonstrates that second-trial encoding behavior influence JOLs in addition to MPT.