Department of Psychology, University of Guelph, 50 Stone Road East, Guelph, Ontario, N1G 2W1, Canada.
Mem Cognit. 2024 Aug;52(6):1275-1298. doi: 10.3758/s13421-024-01542-7. Epub 2024 Mar 11.
Despite research showing that perceptually fluent stimuli (i.e., stimuli that are easier to process) are given higher judgment of learning (JOL) ratings than perceptually disfluent stimuli, it remains unknown whether the influence of perceptual fluency on JOLs is driven by the fluent or disfluent items. Moreover, it is unclear whether this difference hinges on relative differences in fluency. The current study addressed these unanswered questions by employing (Fiacconi et al., Journal of Experimental Psychology: Learning, Memory, and Cognition 46:926-944, 2020), Journal of Experimental Psychology: Learning, Memory, and Cognition, 46[5], 926-944) letter set priming procedure. In this procedure, participants are first exposed to words containing only a subset of letters. Following this exposure, JOLs to new words composed of the same letters (i.e., fluent), and new words composed of nonexposed letters (i.e., disfluent) are compared with isolate the contribution of perceptual fluency. Because this procedure does not rely on parametric variations in perceptual features, we can directly assess the potential benefit and/or cost of fluent and disfluent items, respectively, by including neutral baseline conditions. Moreover, implementing both a mixed- and pure-list design allowed us to assess the comparative nature of perceptual fluency on JOLs. Counter to previous assumptions, our results are the first to demonstrate that perceptual disfluency decreases JOLs. Moreover, we found that the influence of perceptual disfluency on JOLs hinges on the relative differences in fluency between items even in the absence of a belief about the mnemonic impact of the fluency manipulation. These findings have important implications as they provide evidence that the difficulty, rather than ease, of information form the basis of individuals metacognitive judgments.
尽管研究表明，感知流畅的刺激（即更容易处理的刺激）比感知不流畅的刺激获得更高的学习判断（JOL）评级，但仍不清楚感知流畅度对 JOL 的影响是由流畅的项目还是不流畅的项目驱动的。此外，尚不清楚这种差异是否取决于流畅度的相对差异。本研究通过采用（Fiacconi 等人，《实验心理学杂志：学习、记忆与认知》46:926-944,2020），《实验心理学杂志：学习、记忆与认知》46[5]，926-944）字母集启动程序来解决这些未回答的问题。在这个程序中，参与者首先接触只包含部分字母的单词。在这种暴露之后，对由相同字母组成的新词（即流畅）和由未暴露字母组成的新词（即不流畅）的 JOL 进行比较，以确定感知流畅性的贡献。由于该程序不依赖于感知特征的参数变化，我们可以通过包含中性基线条件，直接评估流畅和不流畅项目的潜在益处和/或成本。此外，实施混合和纯列表设计使我们能够评估感知流畅度对 JOL 的比较性质。与之前的假设相反，我们的研究结果首次表明，感知不流畅度会降低 JOL。此外，我们发现，即使在没有关于流畅度操作的记忆影响的信念的情况下，感知不流畅度对 JOL 的影响取决于项目之间流畅度的相对差异。这些发现具有重要意义，因为它们提供了证据表明，个体元认知判断的基础是信息的难度，而不是容易程度。
