Soderstrom Nicholas C, Clark Colin T, Halamish Vered, Bjork Elizabeth Ligon
Psychology Department.
J Exp Psychol Learn Mem Cogn. 2015 Mar;41(2):553-8. doi: 10.1037/a0038388. Epub 2014 Dec 22.
A frequent procedure used to study how individuals monitor their own learning is to collect judgments of learning (JOLs) during acquisition, considered to be important, in part, because such judgments are assumed to guide how individuals allocate their future learning resources. In such research, however, a tacit assumption is frequently made: Namely, that asking for such metacognitive judgments does not affect the learning process per se. In 3 experiments, the present research addressed the accuracy of this assumption and tested a possible account--based on aspects of Koriat's cue-utilization approach to JOLs (Koriat, 1997) and de Winstanley, Bjork, and Bjork's (1996) transfer-appropriate multifactor account of generation effects--for why the mere act of making JOLs might enhance later memory for the information so judged. Potential implications of the present findings for the future conduction of research using metacognitive measures as well as for students studying for exams is discussed.
一种常用于研究个体如何监控自身学习的方法是在知识习得过程中收集学习判断（JOLs），这一过程被认为很重要，部分原因在于此类判断被假定能够指导个体如何分配未来的学习资源。然而，在这类研究中，常常存在一个隐含的假设：也就是说，要求做出这种元认知判断本身不会影响学习过程。在3项实验中，本研究探讨了这一假设的准确性，并基于科里亚的JOLs线索利用方法（科里亚，1997年）以及德温斯坦利、比约克和比约克（1996年）对生成效应的迁移适当多因素解释，检验了一个可能的解释——即为什么仅仅做出JOLs这一行为可能会增强对所判断信息的后续记忆。文中还讨论了本研究结果对未来使用元认知测量方法进行研究以及对备考学生的潜在影响。
