Barnes Kelly Anne, Dougherty Michael R
Department of Psychology, Georgetown University, Washington, DC 20057, USA.
Am J Psychol. 2007 Fall;120(3):347-59.
This study examined the effect of divided attention (DA) on global judgment of learning (JOL) accuracy in a multitrial list learning paradigm. A word monitoring task was used to divide attention. Participants were assigned to an attention condition (DA at encoding, DA at judgment, DA at retrieval, or focused attention) and completed 4 learning trials, each comprising a study, judgment, and recall phase. Participants showed greater overconfidence in the DA at encoding (Trial 2) and DA at retrieval (Trials 1 and 2) conditions than in the focused attention condition. DA atjudgment did not affect JOL accuracy, and there was no effect of DA in Trials 3 and 4 on JOL accuracy across all attention conditions. Results indicate that participants consider conditions of encoding and retrieval but do not engage in recall when forming global JOLs. These findings suggest that people rely on extrinsic cues when making repeated, global metamemoryjudgments.
本研究在多轮列表学习范式中考察了分散注意力（DA）对学习全局判断（JOL）准确性的影响。使用单词监测任务来分散注意力。参与者被分配到一种注意力条件（编码时分散注意力、判断时分散注意力、检索时分散注意力或集中注意力），并完成4轮学习试验，每轮试验包括学习、判断和回忆阶段。与集中注意力条件相比，参与者在编码时分散注意力（试验2）和检索时分散注意力（试验1和2）条件下表现出更大的过度自信。判断时分散注意力不影响JOL准确性，并且在所有注意力条件下，试验3和4中的分散注意力对JOL准确性均无影响。结果表明，参与者在形成全局JOL时会考虑编码和检索条件，但不会进行回忆。这些发现表明，人们在进行重复的全局元记忆判断时依赖外部线索。
