Blake Adam B, Castel Alan D
Department of Psychology, University of California, Los Angeles, United States.
Department of Psychology, University of California, Los Angeles, United States.
Acta Psychol (Amst). 2018 May;186:27-38. doi: 10.1016/j.actpsy.2018.04.004. Epub 2018 Apr 22.
A current debate in metamemory research considers the roles of fluency (Rhodes & Castel, 2008) and belief cues (Mueller, Dunlosky, & Tauber, 2015) in the construction of judgments of learning (JOLs). Under the fluency hypothesis, the processing fluency drives the construction of JOLs. The belief-based hypothesis instead asserts a strong influence of belief. The current study directly influences participants' beliefs to observe the effects on metacognitive judgments of learning. Experiment 1A attempted to variably strengthen participants' beliefs about the font-size effect: participants were informed of research implying a superiority of large-fonts in memory and between study cycles were given differing levels of feedback on the relationship between font-size and their performance. A reliable replication of the font-size effect was found, though there were no appreciable differences due to feedback. Experiment 1B introduced a counter-belief that small-fonts are superior in terms of memory recall, and participants showed minimal effects of font-size on JOLs and none on memory. Finally, in Experiment 2 participants underwent a baseline condition with no belief manipulation and then an experimental condition that manipulated beliefs as in Experiments 1A and 1B. The results provide clear confirmatory evidence for the effects of belief on JOLs, though these data neither support a pure fluency hypothesis nor a pure belief-based hypothesis. We discuss an additive effect of perceptual fluency and belief on JOLs, and present possible mechanisms that may interact to influence and bias JOLs.
元记忆研究中的一个当前争论探讨了流畅性（罗兹和卡斯特尔，2008年）和信念线索（米勒、邓洛斯基和陶伯，2015年）在学习判断（JOLs）构建中的作用。在流畅性假设下，加工流畅性驱动JOLs的构建。基于信念的假设则断言信念有很强的影响。当前的研究直接影响参与者的信念，以观察其对元认知学习判断的影响。实验1A试图以不同方式强化参与者关于字体大小效应的信念：告知参与者有研究表明大字体在记忆方面更具优势，并且在学习周期之间给予他们关于字体大小与表现之间关系的不同程度的反馈。虽然由于反馈没有明显差异，但发现了字体大小效应的可靠重复。实验1B引入了一种反信念，即小字体在记忆回忆方面更具优势，参与者表现出字体大小对JOLs的影响最小，对记忆没有影响。最后，在实验2中，参与者先经历了无信念操纵的基线条件，然后经历了与实验1A和1B中相同的信念操纵实验条件。结果为信念对JOLs的影响提供了明确的证实性证据，尽管这些数据既不支持纯粹的流畅性假设，也不支持纯粹的基于信念的假设。我们讨论了感知流畅性和信念对JOLs的累加效应，并提出了可能相互作用以影响和偏差JOLs的潜在机制。
