Serra Michael J, England Benjamin D
Department of Psychology, MS 2051, Psychology Building, Texas Tech University, Lubbock, TX 79409-2051, USA.
Q J Exp Psychol (Hove). 2012;65(11):2231-57. doi: 10.1080/17470218.2012.685081. Epub 2012 May 25.
Metacognition researchers have recently begun to examine the effects of framing judgements of learning (JOLs) in terms of forgetting (rather than remembering) on the judgements' magnitude and accuracy. Although a promising new direction for the study of metamemory, initial studies have yielded inconsistent results. To help resolve these inconsistencies, in four experiments we had college students (N = 434) study paired associates and make JOLs framed in terms of either remembering or forgetting over two study-test trials. Our goals were to further document the effects of framing on the magnitude and accuracy of JOLs and to consider explanations for why specific patterns tend to emerge. The present experiments provide evidence that (a) judgements of forgetting are psychologically anchored at the midpoint of the JOL scale, whereas judgements of remembering are anchored at a lower point, (b) differences in absolute accuracy (calibration) by frame are largely artefactual and stem from differences in anchoring, (c) differences in JOL magnitude and absolute accuracy by frame do not obtain when memory cues are salient to participants, and (d) a forget frame impairs the relative accuracy (resolution) of JOLs across trials by reducing participants' reliance on cues such as memory for past test performance.
元认知研究者最近开始研究，将学习判断（JOL）构建为遗忘（而非记忆）方面的内容，对这些判断的大小和准确性会产生何种影响。尽管这是元记忆研究中一个很有前景的新方向，但初步研究结果并不一致。为了帮助解决这些不一致的问题，我们进行了四项实验，让大学生（N = 434）学习配对联想词，并在两次学习 - 测试试验中，分别做出基于记忆或遗忘构建的JOL。我们的目标是进一步记录构建方式对JOL大小和准确性的影响，并思考为何会出现特定模式的原因。目前的实验提供了以下证据：（a）遗忘判断在心理上以JOL量表的中点为锚定点，而记忆判断则以较低点为锚定点；（b）不同构建方式下绝对准确性（校准）的差异很大程度上是人为造成的，且源于锚定的差异；（c）当记忆线索对参与者很突出时，不同构建方式下JOL大小和绝对准确性的差异并不存在；（d）遗忘框架会降低参与者对诸如过去测试表现记忆等线索的依赖，从而损害跨试验JOL的相对准确性（分辨率）。
