Carroll M, Korukina S
University of Canberra, ACT, Australia.
Memory. 1999 May;7(3):309-22. doi: 10.1080/096582199387940.
This study examined the effects of text coherence and modality on the metamemory judgements of Ease of Learning (EOL) and Judgement of Learning (JOL), and on the object-level measure of recall. Previous work found that sentence material set in a coherent, ordered text context was not judged as more memorable than that presented in a context of sentences in a disordered sequence, even though an ordered sequence helped recall (Shaddock & Carroll, 1997). The current study modified Shaddock and Carroll's design by changing the texts used from expository to narrative text. The metamemory judgements and recall were now found to be significantly more sensitive to material learned in an ordered sequence than to material learned in a disordered sequence. Also, JOLs and recall were more sensitive to material that was originally learned in an auditory mode (spoken presentation) than in a visual mode (verbal presentation). The results are discussed in terms of a cue-utilisation approach to metamemory judgements.
本研究考察了文本连贯性和模态对学习容易度（EOL）和学习判断（JOL）的元记忆判断，以及对回忆的对象层面测量的影响。先前的研究发现，置于连贯、有序文本语境中的句子材料，并不比以无序序列呈现的句子语境中的材料被判定为更易记忆，尽管有序序列有助于回忆（Shaddock & Carroll，1997）。本研究通过将所用文本从说明文改为记叙文，对Shaddock和Carroll的设计进行了修改。现在发现，元记忆判断和回忆对按有序序列学习的材料比对按无序序列学习的材料明显更敏感。此外，JOL和回忆对最初以听觉模式（口头呈现）学习的材料比以视觉模式（书面呈现）学习的材料更敏感。研究结果从元记忆判断的线索利用方法角度进行了讨论。
