心理与行为研究

心理与行为研究 ›› 2009, Vol. 7 ›› Issue (4): 284-288.

• 论文 • 上一篇    下一篇

记忆监控的准确性与有效记忆

张锦坤1,白学军2,连榕1   

  1. 1 福建师范大学教育科学与技术学院,福州 350007;
    2 天津师范大学心理与行为研究院,天津 300074
  • 收稿日期:2009-09-10 出版日期:2009-12-20 发布日期:2015-01-21
  • 通讯作者: 白学军,男,天津师范大学心理与行为研究院教授,博士生导师。Email: baixuejun@mail.tjnu.edu.cn。
  • 作者简介:张锦坤,男,福建师范大学教育科学与技术学院讲师,博士。
  • 基金资助:
    本研究得到全国教育科学规划“十一五”国家重点项目资助

THE ACCURACY OF MEMORY MONITORING AND CONTROL AND WHAT IT MEANS TO EFFECTIVE MEMORY

Zhang Jinkun1,Bai Xuejun2,Lian Rong1   

  1. 1 College of Education Science and Technology, Fujian Normal University, Fuzhou 350007;
    2 Academy of Psychology and Behavior, Tianjin Normal University, Tianjin 300074
  • Received:2009-09-10 Online:2009-12-20 Published:2015-01-21

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摘要： 以大学生为被试,采用2（记忆方式：自我调控、程序预设）×2（测试间隔：5分钟、3天）的混合设计,考察记忆监控的准确性对有效记忆的影响。结果发现：（1）在即时测试中,“自我调控”组的回忆成绩与“程序预设”组之间的差异未达显著水平,但在延时测试中,后者的成绩显著高于前者;（2）“自我调控”条件下被试的学习判断相对准确,未出现高估;（3）“自我调控”未导致记忆的有效保持,可能是由于被试低估了程序预设那些可暂时提取的词对的作用。

关键词: 元认知控制, 学习判断, 有效记忆

Abstract: The experiment was a 2(Memory style: self-regulation vs. experiment control)×2(Test interval: 5min vs. 3days)mixed design, investigating the potential adverse effects of self-regulated learning and the influencing factors. Subjects learned two lists of low-association word pairs through different memory styles and then took a final test 5 minutes or 3 days later. We found that,(1)when the test given immediately, the accuracy kept the same between self-regulation and experiment control condition that all the pairs can be presented again. But when the retention interval was extended, the latter got better performance than the former;(2)subjects learning by self-regulating predicted their performance accurately when asked to do JOL to items they stopped studying; (3)the reason why self-regulated learning didn′t result in positive effect should be that people held the misguided belief about how memory works, and consequently underestimated the benefit of keeping studying the items that could be recalled once, which was enlightened by Kornell & Bjork(2006)and consistent with their conclusion. These results had implications for educational practice and the theoretical developments of the self-regulated learning.

Key words: meta-cognitive control, judgment of learning, effective memory

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