Framing effects on metacognitive monitoring and control
Framing effects on metacognitive monitoring and control
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DOI：
10.3758/mc.36.4.813
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发表时间：
2008-06-01
影响因子：
2.4
通讯作者：
Finn, Bridgid
中科院分区：
文献类型：
--
作者：
Finn, Bridgid
三个实验探讨了框架效应对元记忆判断的贡献。在实验 1 中，参与者研究了单词对。每次演讲结束后，他们都会立即对学习情况做出判断（JOL），以记忆或遗忘为框架。在记忆框架中，参与者判断他们在即将到来的测试中记住每一对的可能性有多大。在遗忘框架中，参与者对他们忘记每一对的可能性做出判断。由于框架的不同，信心也有所不同。通过 1 判断转换，遗忘框架 JOL 等于记住框架 JOL 量表，与记住框架 JOL 相比，遗忘框架 JOL 较低，并且表现出较小的过度自信偏差。当判断延迟时，框架效应不会发生。在实验2中，当人们在遗忘框架内做出选择时，他们选择重新研究更多项目。在实验 3 中，人们学习了不同难度的西班牙语-英语词汇对。框架效应通过判断和选择来复制。此外，忘记框架参与者还包括了更多简单和中等的项目来重新学习。这些结果证明了框架效应对研究评估和控制的重要影响。
Three experiments explored the contribution of framing effects on metamemory judgments. In Experiment 1, participants studied word pairs. After each presentation, they made an immediate judgment of learning (JOL), framed in terms of either remembering or forgetting. In the remember frame, participants made judgments about how likely it was that they would remember each pair on the upcoming test. In the forget frame, participants made judgments about how likely it was that they would forget each pair. Confidence differed as a result of the frame. Forget frame JOLs, equated to the remember frame JOL scale by a 1-judgment conversion, were lower and demonstrated a smaller overconfidence bias than did remember frame JOLs. When judgments were made at a delay, framing effects did not occur. In Experiment 2, people chose to restudy more items when choices were made within a forget frame. In Experiment 3, people studied Spanish-English vocabulary pairs ranging in difficulty. The framing effect was replicated with judgments and choices. Moreover, forget frame participants included more easy and medium items to restudy. These results demonstrated the important consequences of framing effects on assessment and control of study.