Metacognition and learning about primacy and recency effects in free recall: The utilization of intrinsic and extrinsic cues when making judgments of learning
Metacognition and learning about primacy and recency effects in free recall: The utilization of intrinsic and extrinsic cues when making judgments of learning
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DOI：
10.3758/mc.36.2.429
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发表时间：
2008-03-01
影响因子：
2.4
通讯作者：
Castel, Alan A.
中科院分区：
文献类型：
--
作者：
Castel, Alan A.
虽然记忆研究者知道首因效应和近因效应，但尚不清楚学生是否意识到这些效应，并在做出学习判断（JOLs）时将其纳入其中。本研究探讨了参与者如何使用序列位置信息（外部线索）时，学习每个项目后，使JOL，并表明，参与者依赖于项目的内在质量和低估首因和近因效应。然而，当参与者在研究每个项目之前进行JOL并参与多个研究测试时，他们的JOL准确地反映了回忆，以及在研究阶段明确提供序列位置信息时。研究结果解释的线索利用框架，并建议在一定条件下，参与者可以预测首因和近因效应。
Although memory researchers know about primacy and recency effects, it is unclear whether students are a ware of these effects and incorporate them when making judgments of learning (JOLs). The present research examined how participants use serial position information (extrinsic cues) when making JOLs after studying each item and showed that participants rely on the intrinsic qualities of the items and underestimate primacy and recency effects. However, when participants made JOLs prior to studying each item and engaged in multiple study test sessions, their JOLs accurately reflected recall, as well as when serial position information was explicitly provided during the study phase. The findings are interpreted in a cue utilization framework and suggest that under certain conditions, participants can predict primacy and recency effects.