Department of Psychology, Colorado State University, Fort Collins, CO 80523-1876, USA.
Memory. 2010 Jul;18(5):522-32. doi: 10.1080/09658211.2010.481818. Epub 2010 May 22.
While prior research has shown that proper names are more challenging to learn and remember than other types of information (e.g., occupations), little research has explored the role of metacognitive factors in proper name learning. Thus in four experiments participants learned, made predictions, and were tested on their memory for common nouns (i.e., occupations) and proper nouns (i.e., names). Results showed that memory predictions were consistently overconfident for names, whereas the discrepancy between predictions and performance was smaller for occupations. With experience, participants were able to modify predictions and, critically, Experiment 4 showed that improvements in the accuracy of memory predictions led participants to allocate more study time to names and thus improved memory for names. Such data suggest that theories of proper name learning should make provisions for deficits in metacognitive awareness.
虽然先前的研究表明，与其他类型的信息（例如职业）相比，专有名词更难学习和记忆，但很少有研究探索元认知因素在专有名词学习中的作用。因此，在四个实验中，参与者学习、预测并测试他们对普通名词（即职业）和专有名词（即名字）的记忆。结果表明，对于名字，记忆预测始终过于自信，而对于职业，预测和表现之间的差异较小。随着经验的积累，参与者能够修改预测，而且，实验 4 表明，记忆预测准确性的提高使参与者更多地分配学习时间到名字上，从而提高了对名字的记忆。这些数据表明，专有名词学习理论应该为元认知意识缺陷做出规定。
