关键词: 延时间隔, 线索类型, 学习判断, 遗忘判断。

Abstract: In this study, we aimed to investigate the influence of retention interval and cue types on the metacognitive judgments. The experiment adopted the traditional judgment of learning task, forty word pairs were displayed one at a time on a computer screen, and participants were instructed to learn the pairs so that later they would be able to recall the second word in each pair when the first was presented. They were given instructions about when the test phase was to take place: either after 5 minutes, 1 day, or after a week. On each trial, the first word appeared at the center of the screen, participants were asked to assess the chances that they would recall(judgment of learning)or forget(judgment of forgetting)the second word in response to the first word. After that, participants were asked to recall all the pairs of associations. We found that the retention interval had a similar influence on judgment of learning and judgment of forgetting, the magnitudes and relative accuracy of judgment of learning were higher than judgment of forgetting, which meant that participants were sensitive to the remember and forget cues. Participants were underconfident in making judgment of forgetting than judgment of learning. These results indicated that people can use different cues and retention interval to make metacognitive judgment, and human ability to monitor forgetting was lower than to monitor remembering.

Key words: retention interval, cue types, judgment of learning, judgment of forgetting.