Jönsson Fredrik U, Hedner Margareta, Olsson Mats J
Department of Psychology, Stockholm University, Stockholm, Sweden.
Exp Psychol. 2012 Jan 1;59(5):251-7. doi: 10.1027/1618-3169/a000150.
During study, people monitor their learning; the output of this monitoring is captured in so-called judgments of learning (JOLs). JOLs predict later recall better if they are made after a slight delay, instead of immediately after study (the delayed JOL effect). According to the self-fulfilling prophecy (SFP) hypothesis delayed JOLs are based on covert retrieval attempts from long-term memory, and successful retrieval attempts in themselves enhance learning (the testing effect). We compared memory for 40 Swahili-Swedish paired associates after a week as a function of three different learning conditions, namely study plus (i) explicitly instructed self-testing, (ii) delayed JOLs, or (iii) less self-testing. We showed that repeated delayed JOLs lead to a memory improvement that does not differ significantly from a comparable condition where the participants are explicitly testing memory, and both the latter groups performed reliably better than a group that self-tested less. The results suggest that delayed JOLs improve long-term retention as efficiently as explicit memory testing and lend support to the SFP hypothesis.
在学习过程中，人们会监控自己的学习情况；这种监控的结果被记录在所谓的学习判断（JOLs）中。如果在稍有延迟后做出学习判断，而不是在学习后立即做出，那么学习判断对后续回忆的预测效果会更好（延迟JOL效应）。根据自我实现预言（SFP）假说，延迟的学习判断基于对长期记忆的隐蔽检索尝试，而成功的检索尝试本身会增强学习效果（测试效应）。我们比较了在三种不同学习条件下，一周后对40对斯瓦希里语-瑞典语配对联想词的记忆情况，这三种条件分别是学习加（i）明确指导的自我测试、（ii）延迟的学习判断，或（iii）较少的自我测试。我们发现，重复的延迟学习判断会带来记忆改善，这与参与者明确测试记忆的类似条件下的记忆改善没有显著差异，而且后两组的表现都明显优于自我测试较少的组。结果表明，延迟的学习判断与明确的记忆测试一样有效地提高了长期记忆保持，并支持了自我实现预言假说。
