Serra Michael J, Shanks Lindzi L
Department of Psychological Sciences, Texas Tech University, Lubbock, TX 79409, USA.
J Intell. 2023 Jul 17;11(7):142. doi: 10.3390/jintelligence11070142.
The accuracy of judgments of learning (JOLs) is vital for efficient self-regulated learning. We examined a situation in which participants overutilize their prior knowledge of a topic ("domain familiarity") as a basis for JOLs, resulting in substantial overconfidence in topics they know the most about. College students rank ordered their knowledge across ten different domains and studied, judged, and then completed a test on facts from those domains. Recall and JOLs were linearly related to self-rated knowledge, as was overconfidence: participants were most overconfident for topics they knew more about, indicating the overutilization of domain familiarity as a cue for JOLs. We examined aspects of the task that might contribute to this pattern, including the order of the task phases and whether participants studied the facts blocked by topic. Although participants used domain familiarity as a cue for JOLs regardless of task design, we found that studying facts from multiple topics blocked by topic led them to overutilize this cue. In contrast, whether participants completed the rank ordering before studying the facts or received a warning about this tendency did not alter the pattern. The relative accuracy of participants' JOLs, however, was not related to domain familiarity under any conditions.
学习判断（JOLs）的准确性对于高效的自我调节学习至关重要。我们研究了一种情况，即参与者过度利用他们对某个主题的先验知识（“领域熟悉度”）作为JOLs的基础，从而对他们最了解的主题产生了极大的过度自信。大学生对十个不同领域的知识进行了排序，然后进行学习、判断，接着完成关于这些领域事实的测试。回忆和JOLs与自我评定的知识呈线性相关，过度自信也是如此：参与者对他们了解较多的主题最过度自信，这表明领域熟悉度被过度用作JOLs的线索。我们研究了可能导致这种模式的任务方面，包括任务阶段的顺序以及参与者是否按主题对事实进行分组学习。尽管无论任务设计如何，参与者都将领域熟悉度用作JOLs的线索，但我们发现按主题对来自多个主题的事实进行分组学习会导致他们过度使用这个线索。相比之下，参与者是在学习事实之前完成排序还是收到关于这种倾向的警告，都没有改变这种模式。然而，在任何条件下，参与者JOLs的相对准确性都与领域熟悉度无关。
