Metamemory and processing fluency

人类拥有惊人的反射能力来监控和控制自己的学习和检索。最近，在学习过程中加工刺激的容易程度（加工流畅性）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发现。首先，实验，统计和基于模型的方法已经得出结论，流畅性是预测未来记忆表现的重要因素（学习判断，JOLs。第二，我们发现，一个常用的流利性的衡量标准-自定进度的学习时间-受到战略性学习时间分配的影响（Undorf &阿克曼，出版中）。这表明学习时间并不是衡量流利程度的一个纯粹标准。最后，我们发现，流畅性不仅影响自己的JOLs（自我JOLs），但也为另一个参与者的JOLs（其他JOLs），这是经常被用来调查流畅性的影响。在这些结果的基础上，我们集中在两个重要的问题：1）以前的研究结果提供了令人信服的证据流畅性影响JOL或可以明确持有，故意使用的元认知信念解释这些结果？2)自我JOL而不是其他JOL依赖于归因过程，归因于流利性和策略性学习时间分配的学习时间的变化？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切实可行的建议。

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.