Tiede Heather L, Leboe Jason P
Department of Psychology, University of Manitoba, Winnnipeg, Manitoba, Canada.
J Exp Psychol Learn Mem Cogn. 2009 May;35(3):822-8. doi: 10.1037/a0015122.
Correspondence between judgments of learning (JOLs) and actual recall tends to be poor when the same items are studied and recalled multiple times (e.g., A. Koriat, L. Sheffer, & H. Ma'ayan, 2002). The authors investigated whether making relevant metamemory knowledge more salient would improve the association between actual and predicted recall as a function of repeated exposure to the same study list. In 2 experiments, participants completed 4 study-recall phases involving the same list of items. In addition to having participants make item-by-item JOLs during each study phase, after the 1st study-recall phase participants also generated change-in-recall estimates as to how many more or fewer words they would recall given another exposure to the same study list. This estimation procedure was designed to highlight repeated study as a factor that can contribute to recall performance. Activating metamemory knowledge about the benefits of repeated study for recall in this way allowed participants to accurately express this knowledge in a free-recall context (Experiment 2), but less so when the memory test was cued recall (Experiment 1).
当对相同项目进行多次学习和回忆时，学习判断（JOLs）与实际回忆之间的对应关系往往较差（例如，A. 科里亚、L. 谢弗和H. 马亚恩，2002年）。作者调查了使相关元记忆知识更加显著是否会改善实际回忆与预测回忆之间的关联，该关联是重复接触相同学习列表的函数。在2个实验中，参与者完成了涉及相同项目列表的4个学习 - 回忆阶段。除了让参与者在每个学习阶段进行逐项目的学习判断外，在第一个学习 - 回忆阶段之后，参与者还生成了回忆变化估计，即如果再次接触相同的学习列表，他们会多回忆或少回忆多少个单词。这种估计程序旨在突出重复学习作为一个可以影响回忆表现的因素。以这种方式激活关于重复学习对回忆有益的元记忆知识，使参与者能够在自由回忆情境中准确表达这种知识（实验2），但在记忆测试为线索回忆时（实验1）则不然。
