Department of Psychology, School of Social Sciences, University of Mannheim, Schloss, Ehrenhof-Ost, 68131 Mannheim, Germany.
J Exp Psychol Learn Mem Cogn. 2011 Sep;37(5):1264-9. doi: 10.1037/a0023719.
According to the ease-of-processing hypothesis, judgments of learning (JOLs) rely on the ease with which items are committed to memory during encoding--that is, encoding fluency. Conclusive evidence for this hypothesis does not yet exist because encoding fluency and item difficulty have been confounded in all previous studies. To disentangle the effects of encoding fluency and item difficulty on JOLs, we used a variant of the learner-observer-judge method in which participants observed the study phase of another participant and indicated his or her JOLs. At the same time, the to-be-studied word pairs were concealed by strings of symbols. Our experiment revealed that participants use self-paced study time as a cue for JOLs when they themselves have studied and recalled word pairs before. This metacognitive monitoring of study time provides strong support for the ease-of-processing hypothesis.
根据加工容易度假说，学习判断（JOL）依赖于项目在编码过程中被记忆的容易程度，即编码流畅性。由于在以往所有研究中，编码流畅性和项目难度都被混淆了，因此该假说还没有确凿的证据。为了理清编码流畅性和项目难度对 JOL 的影响，我们使用了学习者-观察者-判断法的一种变体，让参与者观察另一个参与者的学习阶段，并对他或她的 JOL 进行判断。同时，要学习的单词对被符号字符串隐藏起来。我们的实验表明，当参与者自己学习和回忆单词对时，他们会使用自我调整的学习时间作为 JOL 的线索。这种对学习时间的元认知监测为加工容易度假说提供了强有力的支持。
