West John T, Kuhns Jack M, Touron Dayna R, Mulligan Neil W
Department of Psychology, The Pennsylvania State University, University Park, PA, USA.
Department of Psychology, University of North Carolina at Greensboro, Greensboro, NC, USA.
Q J Exp Psychol (Hove). 2024 Aug 29:17470218241269322. doi: 10.1177/17470218241269322.
Given that learners do not always predict their future memory performance accurately, there is a need to better understand how metamemory accuracy can be improved. Prior research suggests that one way to improve is practice-participants tend to become better at predicting their future memory performance over the course of multi-trial learning experiments. However, it is currently unclear whether such improvements result from participants having practised making metamemory judgements or whether comparable improvements occur even in their absence. This issue was investigated in three multi-trial, cued recall experiments wherein participants either did or did not receive practice making judgements of learning. Metamemory accuracy increased across study blocks but did so equally for the two groups. These results indicate that increased metamemory accuracy with practice is not due to participants having practised explicit metamemory monitoring but instead due to other factors associated with multi-trial learning such as retrieval practice and the availability of prior test performance as a metamemory cue.
鉴于学习者并不总是能准确预测自己未来的记忆表现，因此有必要更好地理解如何提高元记忆准确性。先前的研究表明，一种提高的方法是练习——在多次试验的学习实验过程中，参与者往往会更善于预测自己未来的记忆表现。然而，目前尚不清楚这种提高是因为参与者练习了进行元记忆判断，还是即使没有练习也会出现类似的提高。在三个多次试验的线索回忆实验中对这个问题进行了研究，在这些实验中，参与者要么进行了判断学习的练习，要么没有进行。元记忆准确性在各个学习阶段都有所提高，但两组的提高程度相同。这些结果表明，通过练习提高元记忆准确性并非因为参与者练习了明确的元记忆监测，而是由于与多次试验学习相关的其他因素，如检索练习以及先前测试成绩作为元记忆线索的可用性。
