DO MEMORABILITY RATINGS AFFECT STUDY-TIME ALLOCATION
DO MEMORABILITY RATINGS AFFECT STUDY-TIME ALLOCATION
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DOI：
10.3758/bf03197095
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发表时间：
1990-03-01
影响因子：
2.4
通讯作者：
MARCHITELLI, G
中科院分区：
文献类型：
--
作者：
MAZZONI, G;CORNOLDI, C;MARCHITELLI, G
本研究探讨了预测未来记忆表现（学习判断或JOL）与随后的自主学习时间分配之间的关系。三个实验的结果支持了主要假设：(1)召回率随JOL的增加而增加，(2)再学习提高JOL的准确性，(3)学习时间与JOL有关。最后一个关系取决于项目的初始呈现时间的长度。当初始暴露时间较短时，最多的重新学习时间分配给被认为难以回忆的项目，但当初始暴露时间较长时，最多的重新学习时间分配给不确定的项目。与学习时间较短的项目相比，学习时间较长的项目同样能被很好地回忆起来（实验1和3），或者回忆的程度较低（实验2）。假设在研究期间，受试者对最初不太容易辨别的项目改进了他们的工作。
This research addresses the relation between predicting future memory performance (judgment of learning, or JOL) and subsequent self-paced study-time allocation. The results of three experiments support the main hypotheses: (1) recall increases with increasing JOL, (2) restudy increases JOL accuracy, and (3) study time is related to JOL. This last relation depends on the length of initial presentation time of the items. When the initial exposure trials were short, the most restudy timewas allocated to the items judged hard to recall, but when the initial exposure times were long, the most restudy time was allocated to the uncertain items. Items studied longer were recalled equally well (Experiments 1 and 3) or to a lesser extent (Experiment 2) than items studied for a shorter time. It is hypothesized that during study time, subjects refine their JOLs for the items initialy less well discriminated.