Metamemory and processing fluency

人类拥有惊人的自反能力来监视和控制自己的学习和检索。近年来，学习过程中处理刺激的容易程度（处理流畅性）对元记忆的影响一直是一个备受争议的话题。我们之前的研究提供了三个重要的发现。首先，实验、统计和基于模型的方法都得出了一个结论，即流畅性是预测未来记忆表现（学习判断、JOLs）的一个重要因素。其次，我们发现一种常用的流利度测量方法——自主安排学习时间——受到战略性学习时间分配的影响（Undorf & Ackerman，出版中）。这表明学习时间并不是衡量流利程度的纯粹标准。最后，我们发现流利性不仅影响自己的工作（Self JOLs），也影响另一个参与者的工作（Other JOLs），这通常用于研究流利性效应。在这些结果的基础上，我们关注两个重要的问题：1)以前的研究结果是否为流利性对joll的影响提供了令人信服的证据，或者可以明确持有，故意使用的元认知信念来解释这些结果？2)自我工作而非其他工作是否依赖于一个归因过程，该过程将学习时间的变化归因于流利性和战略性学习时间分配？解决这些问题将继续提高有关元记忆的科学知识，并就如何改善元认知监测提出实用建议。

Humans possess the striking reflexive capacity to monitor and control their own learning and retrieval. Recently, the impact of the ease of processing stimuli during learning (processing fluency) on metamemory has been a topic of much debate. Our previous research provided three important findings. First, experimental, statistical, and model-based approaches have converged on the conclusion that fluency is an important factor in predictions of future memory performance (judgments of learning, JOLs. Second, we have found that a commonly used measure of fluency - self-paced study time - is affected by strategic study time allocation (Undorf & Ackerman, in press). This indicates that study time is not a pure measure of fluency. Finally, we have revealed that fluency impacts not only JOLs for oneself (Self JOLs) but also JOLs for another participant (Other JOLs), which are often used to investigate fluency effects. On the basis of these results, we focus on two important questions: 1) Do previous findings provide compelling evidence for fluency effects on JOLs or can explicitly held, deliberately used metacognitive beliefs account for these results? 2) Do Self JOLs but not Other JOLs rely on an attribution process that attributes variations in study time to fluency and strategic study time allocation? Addressing these issues will continue to enhance the scientific knowledge about metamemory and produce practical recommendations on how to improve metacognitive monitoring.