心理与行为研究 ›› 2024, Vol. 22 ›› Issue (3): 305-311.DOI: 10.12139/j.1672-0628.2024.03.003
贾宁1, 陈星1,2, 代景华3
收稿日期:
2022-09-23
出版日期:
2024-05-20
发布日期:
2024-05-20
通讯作者:
代景华,E-mail:daijinghuapsy@163.com
基金资助:
JIA Ning1, CHEN Xing1,2, DAI Jinghua3
Received:
2022-09-23
Online:
2024-05-20
Published:
2024-05-20
摘要: 本研究以大学生为被试,通过设置二人结组记忆与元认知监测任务,考察了助我线索(实验1)和助他线索(实验2)对回忆成绩的影响及元认知监测。结果显示:(1)生成助我线索和助他线索,编码强度是相同的,但个体生成的助我线索和助他线索都对自我回忆更为有效;(2)相对于助我线索,助他线索更能提高他人回忆成绩;(3)个体的自我监测较为准确,但监测他人出现了高估。结果表明:第一,研究提出并证实了助记线索影响回忆成绩的双过程假说。第二,个体生成线索后主要是以编码流畅性为线索进行元认知监测,导致自我监测准确性较高,而监测他人的准确性不高。
中图分类号:
贾宁, 陈星, 代景华. 助记线索对自我和他人回忆成绩的影响及元认知监测[J]. 心理与行为研究, 2024, 22(3): 305-311.
JIA Ning, CHEN Xing, DAI Jinghua. Effects of Memory Cues for Oneself or Others on Recall Performance and Metacognitive Monitoring[J]. Studies of Psychology and Behavior, 2024, 22(3): 305-311.
代景华, 梁娇, 贾宁. (2017). 常识问题任务中理解他人的加工机制. 应用心理学, 23(1), 23–30, 22. 贾宁, 白学军, 沈德立. (2006). 学习判断准确性的研究方法. 心理发展与教育, 22(3), 103–109. Baer, C., Malik, P., & Odic, D. (2021). Are children’s judgments of another’s accuracy linked to their metacognitive confidence judgments? Metacognition and Learning, 16(2), 485–516. Bui, Y., Pyc, M. A., & Bailey, H. (2018). When people’s judgments of learning (JOLs) are extremely accurate at predicting subsequent recall: The “Displaced-JOL effect”. Memory, 26(6), 771–783. Cai, Q., & Brysbaert, M. (2010). SUBTLEX-CH: Chinese word and character frequencies based on film subtitles. PLoS One, 5(6), e10729. Fraundorf, S. H., & Benjamin, A. S. (2014). Knowing the crowd within: Metacognitive limits on combining multiple judgments. Journal of Memory and Language, 73(1), 17–38. Jost, J. T., Kruglanski, A. W., & Nelson, T. O. (1998). Social metacognition: An expansionist review. Personality and Social Psychology Review, 2(2), 137–154. Koriat, A. (1997). Monitoring one’s own knowledge during study: A cue-utilization approach to judgments of learning. Journal of Experimental Psychology: General, 126(4), 349–370. Koriat, A., & Bjork, R. A. (2006). Mending metacognitive illusions: A comparison of mnemonic-based and theory-based procedures. Journal of Experimental Psychology: Learning, Memory, and Cognition, 32(5), 1133–1145. Kuo, M. L. A., & Hooper, S. (2004). The effects of visual and verbal coding mnemonics on learning Chinese characters in computer-based instruction. Educational Technology Research and Development, 52(3), 23–34. Lee Saber, J., & Johnson, R. D. (2008). Don’t throw out the baby with the bathwater: Verbal repetition, mnemonics, and active learning. Journal of Marketing Education, 30(3), 207–216. Nairne, J. S. (2002). The myth of the encoding-retrieval match. Memory, 10(5–6), 389–395. Selmeczy, D., & Dobbins, I. G. (2017). Ignoring memory hints: The stubborn influence of environmental cues on recognition memory. Journal of Experimental Psychology: Learning, Memory, and Cognition, 43(9), 1448–1469. Tullis, J. G. (2018). Predicting others’ knowledge: Knowledge estimation as cue utilization. Memory & Cognition, 46(8), 1360–1375. Tullis, J. G., & Benjamin, A. S. (2015a). Cueing others’ memories. Memory & Cognition, 43(4), 634–646. Tullis, J. G., & Benjamin, A. S. (2015b). Cue generation: How learners flexibly support future retrieval. Memory & Cognition, 43(6), 922–938. Tullis, J. G., Benjamin, A. S., & Ross, B. H. (2014). The reminding effect: Presentation of associates enhances memory for related words in a list. Journal of Experimental Psychology: General, 143(4), 1526–1540. Tullis, J. G., & Finley, J. R. (2018). Self-generated memory cues: Effective tools for learning, training, and remembering. Policy Insights from the Behavioral and Brain Sciences, 5(2), 179–186. Tullis, J. G., & Finley, J. R. (2021) What characteristics make self-generated memory cues effective over time? Memory, 29(10), 1308–1319. Tullis, J. G., & Fraundorf, S. H. (2017). Predicting others’ memory performance: The accuracy and bases of social metacognition. Journal of Memory and Language, 95, 124–137. Tullis, J. G., & Maddox, G. B. (2020). Self-reported use of retrieval practice varies across age and domain. Metacognition and Learning, 15(2), 129–154. Vesonder, G. T., & Voss, J. F. (1985). On the ability to predict one’s own responses while learning. Journal of Memory and Language, 24(3), 363–376. Zhang, D., & Tullis, J. G. (2021). Personal reminders: Self-generated reminders boost memory more than normatively related ones. Memory & Cognition, 49(4), 645–659. |
[1] | 张旭亮, 谢琅, 殷舒琦, 余可可, 王瑞明. 暴力词与情绪词在词汇特征和认知加工中的差异[J]. 心理与行为研究, 2024, 22(3): 289-296. |
[2] | 巫金根, 郭梅华, 于棋, 王冰然, 程小云, 闫国利. 习得年龄和累计频率对儿童汉字识别的影响[J]. 心理与行为研究, 2024, 22(3): 297-304. |
[3] | 赵欣璐, 林俊菲, 刘拓. 道德概念中的水平空间隐喻效应探究:来自行为和ERP的证据[J]. 心理与行为研究, 2024, 22(3): 312-319. |
[4] | 马燕, 王振宏. 道德自我知觉对欺骗行为的影响:解释水平的调节作用[J]. 心理与行为研究, 2024, 22(1): 39-45. |
[5] | 刘思远, 朱麟, 王瑞冰, 徐楚言, 王芸萍, 刘聪慧. 道德决策中是否存在方言效应?[J]. 心理与行为研究, 2024, 22(1): 31-38. |
[6] | 姚远青, 郭易安, 李春梅, 吴亚楠, 石雷, 赵广平. 几何图形社会角色隐喻的映射机制:行为和ERPs证据[J]. 心理与行为研究, 2024, 22(1): 23-30. |
[7] | 付春野, 吕勇. 预期与时间注意对视觉感知的影响[J]. 心理与行为研究, 2024, 22(1): 15-22. |
[8] | 钱程, 赵越, 牛溪溪, 顾佳灿, 王爱君. 三维空间深度位置上情绪面孔对返回抑制的影响[J]. 心理与行为研究, 2024, 22(1): 8-14. |
[9] | 郭梅华, 兰泽波, 巫金根, 李赛男, 吴俊杰, 闫国利. 汉语词切分和字号对阅读知觉广度的影响:眼动的证据[J]. 心理与行为研究, 2024, 22(1): 1-7. |
[10] | 陈汝淇, 包亚倩, 黄林洁琼, 李兴珊. 中文阅读中词语加工与眼动控制整合模型简介[J]. 心理与行为研究, 2023, 21(6): 725-735. |
[11] | 梁菲菲, 冯琳琳, 刘瑛, 王昶浩, 王洁. 词素位置概率信息在中文双字词识别中的作用:词汇语境多样性的调节[J]. 心理与行为研究, 2023, 21(6): 736-743. |
[12] | 于秒, 王文娣, 陈晓霄. 汉语“N的V”结构加工的韵律制约[J]. 心理与行为研究, 2023, 21(6): 744-750. |
[13] | 陈婉婷, 张逸飞, 何清华. 准确性提示降低错误信息的分享意愿[J]. 心理与行为研究, 2023, 21(6): 751-759. |
[14] | 马大付, 秦春影, 喻晓锋, 何催. 项目区分度指标在属性多水平和混合计分项目下的组卷研究[J]. 心理与行为研究, 2023, 21(6): 760-769. |
[15] | 刘蕾, 李亚楠, 牛若愚, 于文婷, 陈玉雪, 刘莹. 踏步任务下动作同步的神经基础[J]. 心理与行为研究, 2023, 21(5): 600-607. |
阅读次数 | ||||||
全文 |
|
|||||
摘要 |
|
|||||