Bjork Elzabeth Ligon, deWinstanley Patricia Ann, Storm Benjamin C
Department of Psychology, University of California, Los Angeles, California 90095, USA.
Psychon Bull Rev. 2007 Apr;14(2):207-11. doi: 10.3758/bf03194053.
Research on how individuals monitor their level of comprehension during study paint a picture of learners as insensitive to many of the factors or conditions of learning that can enhance long-term retention and transfer. In the present article, we discuss research examining the sensitivity, or lack thereof, of learners to one such factor: generation. More specifically, we discuss research addressing the question of learners' sensitivity to the memorial benefits of generation and whether--if given the opportunity to experience this benefit in their own recall performance--they might then go on to develop enhanced encoding strategies in the processing of new to-be-learned information.
关于个体在学习过程中如何监控自身理解水平的研究，描绘出一幅学习者对许多能够增强长期记忆和迁移能力的学习因素或条件不敏感的画面。在本文中，我们讨论了一些研究，这些研究考察了学习者对其中一个因素——生成——的敏感性或缺乏敏感性。更具体地说，我们讨论的研究涉及学习者对生成的记忆益处的敏感性问题，以及如果有机会在自己的回忆表现中体验到这种益处，他们是否会进而在处理新的待学习信息时发展出更强的编码策略。
