固定步调和自定步调下学习判断对记忆效果的影响

doi:10.12139/j.1672-0628.2024.02.010

摘要/Abstract

摘要：

为探讨学习判断对记忆效果的影响，揭示学习判断反应性的机制。本研究采用学习判断反应性的经典范式考察个体在固定步调(实验1)和自定步调(实验2)不同时间分配情境下的记忆正确率，探究学习判断反应性的机制。结果发现，不论是固定步调还是自定步调的时间分配方式，学习判断组的线索回忆成绩显著高于无学习判断组；学习判断组对高相关词对的线索回忆成绩显著高于无学习判断组，而两组在低相关词对上的记忆成绩无显著性差异。结果表明，进行学习判断能够直接显著增强个体的记忆表现，使用学习判断会促进高相关词对的记忆成绩。

关键词: 学习判断反应性, 记忆, 固定步调, 自定步调

Abstract:

The current study aimed to assess the performance on judgments of learning (JOLs) on memory. This study assessed by learning-judgment-recall paradigm to examine the memory accuracy of individuals in different time allocation scenarios at experimenter-paced (Experiment 1) and at self-paced (Experiment 2), and to reveal the mechanism of JOL reactivity effect. The results showed that making JOLs had a positive reactivity on memory regardless of the experimenter-paced or self-paced time allocation. For strongly related pairs, the memory performance of the clue recall in making JOLs was significantly higher than that in no-JOLs; however, for weakly related pairs, there was no significant difference between making JOLs and no-JOLs in memory performance. The results indicate that making JOLs significantly enhances the memory performance of individuals, particularly for strongly related word pairs.

Key words: JOL reactivity, memory, experimenter-paced, self-paced

郝雨, 孙红梅. 固定步调和自定步调下学习判断对记忆效果的影响[J]. 心理与行为研究, 2024, 22(2): 220-226.

Yu HAO, Hongmei SUN. The Influence of Making Judgments of Learning on Memory Performance Under Experimenter-Paced and Self-Paced[J]. Studies of Psychology and Behavior, 2024, 22(2): 220-226.

图/表 2

参考文献 0

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组别	高相关词对	低相关词对
学习判断组	0.76±0.13	0.40±0.20
无学习判断组	0.60±0.20	0.34±0.23

组别	高相关词对	低相关词对
学习判断组	0.76±0.13	0.40±0.20
无学习判断组	0.60±0.20	0.34±0.23

组别	高相关词对	低相关词对
学习判断组	0.77±0.13	0.41±0.24
无学习判断组	0.62±0.16	0.38±0.22

组别	高相关词对	低相关词对
学习判断组	0.77±0.13	0.41±0.24
无学习判断组	0.62±0.16	0.38±0.22

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