Illman Nathan A, Morrison Catriona M
Institute of Psychological Sciences, University of Leeds, Leeds, UK.
Q J Exp Psychol (Hove). 2011 Sep;64(9):1665-71. doi: 10.1080/17470218.2011.591495. Epub 2011 Aug 15.
Judgements of learning (JOLs) are self-made predictions of the likelihood that one will later recall information. The influence of stimulus characteristics on JOLs and recall continues to receive attention, yet there are still a number of unexplored lexical word features that may exert an effect on mnemonic processing. Using a standard cue-target paradigm, we focused on the role of word age of acquisition (AoA) and evaluated the role of both cue and target AoA on responses. We replicated the robust delayed-JOL effect and used a novel items analysis approach to examine the relationship between intrinsic word features and accuracy and reaction times for both JOLs and recall. A consistent effect of target AoA was found, even after controlling for a range of covariates previously shown to impact JOLs and recall. These results expand the role of AoA in word processing and suggest that it is a key variable in memory and metacognition; they also support Koriat's (1997) cue utilization framework.
学习判断（JOLs）是对个体日后回忆信息可能性的自我预测。刺激特征对学习判断和回忆的影响一直受到关注，但仍有许多未被探索的词汇特征可能会对记忆加工产生影响。使用标准的线索 - 目标范式，我们聚焦于词汇习得年龄（AoA）的作用，并评估线索和目标的习得年龄对反应的作用。我们重复了强大的延迟学习判断效应，并使用一种新颖的项目分析方法来检验内在词汇特征与学习判断和回忆的准确性及反应时间之间的关系。即使在控制了一系列先前已证明会影响学习判断和回忆的协变量之后，仍发现了目标习得年龄的一致效应。这些结果扩展了习得年龄在词汇加工中的作用，并表明它是记忆和元认知中的一个关键变量；它们还支持科里亚（1997）的线索利用框架。
