Department of Psychology, Stockholm University, Sweden Stockholm Brain Institute, Sweden.
Scand J Psychol. 2012 Dec;53(6):450-4. doi: 10.1111/j.1467-9450.2012.00968.x. Epub 2012 Aug 17.
Delayed judgments of learning (JOL) are assumed to be based on covert retrieval attempts. A common finding is that testing memory during learning improves later retention (i.e., the testing effect), and even more so than an equivalent amount of study, but only after a longer retention interval. To test the assertion that also delayed JOLs improve memory, the participants either studied Swahili-Swedish word pairs four times, or they both studied (two times) and performed delayed JOLs (two times) alternately. Final cued recall test were given after either five minutes or one week. Results showed a reliable learning-group by retention-interval interaction, with less forgetting in the group that alternated between studying and making JOLs. The results are discussed in relation to the self-fulfilling prophecy account of Spellman and Bjork (1992), and in terms of study advice, the results further underscore the importance of delaying JOLs when studying and evaluating one's ongoing learning.
延迟的学习判断（JOL）被认为是基于内隐检索尝试的。一个常见的发现是，在学习过程中测试记忆会提高以后的保留（即测试效应），而且比同等数量的学习效果更好，但前提是保留间隔更长。为了验证延迟的 JOL 也能提高记忆的说法，参与者要么四次学习斯瓦希里语-瑞典语单词对，要么交替学习（两次）和进行延迟的 JOL（两次）。在五分钟或一周后进行最终的提示回忆测试。结果显示，学习组和保留间隔之间存在可靠的交互作用，在交替学习和进行 JOL 的组中，遗忘较少。结果是根据 Spellman 和 Bjork（1992）的自我实现预言理论进行讨论的，并且从学习建议的角度来看，结果进一步强调了在学习和评估自己正在进行的学习时延迟 JOL 的重要性。
