Weaver C A, Bryant D S
Baylor University, Department of Psychology, Waco, TX 76798-9334.
Mem Cognit. 1995 Jan;23(1):12-22. doi: 10.3758/bf03210553.
The effect of text difficulty on metamemory for narrative and expository text was investigated. In Experiment 1, we found an interaction between type of text and type of question (thematic or detailed). For readers of narrative texts, correlations between predicted and actual performance were highest for detailed questions, but this pattern was reversed for readers of expository texts. Next, text difficulty was explored as a possible factor affecting metamemory accuracy. In Experiments 2 and 3, metamemory accuracy was a nonmonotonic function of text difficulty. Subjects made remarkably accurate predictions of future performance (mean G > .6) for both narrative and expository texts that were of intermediate difficulty (approximately a 12th-grade reading level). We propose an optimum effort hypothesis, predicting greatest metamemory accuracy when the texts are of intermediate difficulty.
研究了文本难度对记叙文和说明文元记忆的影响。在实验1中，我们发现文本类型和问题类型（主题性或细节性）之间存在交互作用。对于记叙文读者，细节性问题的预测表现与实际表现之间的相关性最高，但对于说明文读者，这种模式则相反。接下来，探讨了文本难度作为影响元记忆准确性的一个可能因素。在实验2和实验3中，元记忆准确性是文本难度的非单调函数。对于中等难度（大约十二年级阅读水平）的记叙文和说明文，受试者对未来表现做出了非常准确的预测（平均G>.6）。我们提出了一个最佳努力假设，预测当文本难度为中等时，元记忆准确性最高。
