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.

摘要： 主要探讨不同延时间隔和线索类型对遗忘元认知判断的影响。采用传统的学习判断任务，让被试学习40对无意义配对词，并告知随后进行测试，当呈现第一个词时，被试能够回忆与之配对的后一个词。让被试预测当延迟不同时间（5分钟、1天和1周）进行测试时，他们能够记住（学习判断）或者遗忘（遗忘判断）后一词的可能性。最后，要求被试回忆所有词对。结果发现延时间隔对学习判断和遗忘判断有相似的影响；学习判断的等级和相对准确性均高于遗忘判断，说明人们对记住和遗忘的线索很敏感；相比于学习判断，人们监测自己遗忘能力的信心不足。研究结果表明人们能够利用延时间隔和线索类型来预测未来的测验成绩，对遗忘的监测能力低于对记住的监测。

关键词: 延时间隔, 线索类型, 学习判断, 遗忘判断。