延迟学习判断的效应机制  

Mechanism of Delayed-JOL Effect

作　　者：陈功香[1] 张承芬[1] 苏雅雯[2] 

机构地区：[1]济南大学教育与心理科学学院,济南250022 [2]中国煤炭地质总局水文地质局,邯郸056004

出　　处：《心理学报》2010年第7期743-753,共11页Acta Psychologica Sinica

基　　金：国家自然科学基金项目(30700228);山东省优秀中青年科学家科研奖励基金项目(2008BS10001)

摘　　要：研究考察了延迟学习判断的记忆假说和元记忆假说。实验一通过插入预测试的方法,消除即时学习判断与延迟学习判断在记忆方面的差异,结果发现,延迟学习判断的准确性显著高于插入预测试的即时学习判断的准确性,说明延迟学习判断的确提高了元记忆水平;实验二采用PRAM实验程序,对元记忆假说的机制进行探讨,结果发现,加入干扰任务的即时学习判断排除短时记忆的程度远远低于延迟学习判断干扰,说明学习判断的准确性与短时记忆干扰的排除程度有关,短时记忆干扰越强,学习判断的准确性越低。There are two kinds of hypotheses regarding to delayed judgment of learning （JOL） effect, which are memory hypothesis and metamemory hypothesis. Two experiments were conducted to investigate the controversy between memory hypothesis and metamemory hypothesis, and the mechanism of monitoring-dual-memories hypothesis （MDM, Nelson Dunlosky, 1991）, respectively. Both the memory hypothesis and the metamemory hypothesis acknowledge that the accuracy of JOL increases when in delayed-JOL condition than in immediate-JOL condition. However, the explanation of these two hypotheses on the mechanism of this phenomenon differs substantially. The metamemory hypothesis believes that delayed-JOL effect is duo to improvement in metamemory, while the memory hypothesis supposes that delayed-JOL simply affects memory, not metamemory. We believed that these two hypotheses are not either-or. Namely, delayed-JOL affects memory as well as metamemory. In the first experiment, we removed the memorial difference between delayed-JOL and immediate-JOL by setting in a preliminary test between JOL and final test. The results showed that the memory scores in immediate-JOL condition and delayed-JOL condition had no significant difference. However, the accuracy of delayed-JOL was substantially high than the accuracy of immediate-JOL in a preliminary test. This result confirmed that the delayed-JOL indeed improved the accuracy of metamemory, it affected memory as well as metamemory. Now that we have proved that the delayed-JOL improved metamemory in the first experiment, we continued to study the mechanism of this improvement in the second experiment. There are three types of metamemory hypotheses, MDM hypothesis is most influential and controversial. There are many researches supported this hypothesis, but Kelemen and Weaver′s （1997） study challenged it. However, they can only determine the removement of short-term memory （STM） through theoretical speculation in traditional experimental procedure, whether the STM was removed or n

关 键 词：延迟学习判断效应 记忆假说 元记忆假说 双重记忆监测假说 

分 类 号：B842[哲学宗教—基础心理学]