Abstract:

This study investigated the effect of cue generation, both for oneself and for others, on recall performance and metacognitive monitoring within a two-person group memory task. Participants engaged in two experiments. In Experiment 1, they generated mnemonic cues for their own use, while in Experiment 2, they generated cues for the partner. Following cue generation, participants were asked to predict their own and their partners’ recall performance based on the cues. The main findings revealed that: 1) self-generated cues significantly enhanced participants’ own recall performance more than those generated for others, 2) cues tailored for others were more effective in boosting recall compared to self-generated cues, and 3) the participants showed greater accuracy in monitoring their own recall performance, whereas they tended to overestimate their partners’ recall performance. In conclusion, firstly, although the encoding process remains consistent regardless of cue recipient, the efficacy of cues in enhancing recall varies based on their origin, supporting the two-process hypothesis of mnemonic cue influence on recall. Secondly, after generating cues, individuals tend to rely heavily on encoding fluency for metacognitive monitoring, resulting in higher accuracy in self-monitoring but lower accuracy in monitoring others.

Key words: memory cues, recall performance, metacognitive monitoring

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。

关键词: 助记线索, 回忆成绩, 元认知监测