记忆方式选择偏向与有效记忆  

Selecting Memory Strategies and Its Implication for Efficient Learning

作　　者：张锦坤[1,2] 白学军[2] 杨丽娴[1] 

机构地区：[1]福建师范大学教育学院,福州350007 [2]天津师范大学心理与行为研究院,天津300074

出　　处：《心理科学》2010年第5期1079-1083,共5页Journal of Psychological Science

基　　金：教育部人文社科青年基金(09YJCXLX002);国家社科基金"十一五"规划国家重点课题(ABA060004)资助

摘　　要：研究以大学生为被试考查在记忆过程中的策略选择及其影响因素,以及选择不同记忆策略与有效记忆的关系,结果发现:(1)当对某材料的记忆达到一定水平时,被试选择记忆方式(测试或再学)的倾向性与其之前的学习判断水平的高低未成相应关系;(2)对被试而言,自我测试策略并非直接促进学习,而是以提高元认知水平为中介;(3)重复学习导致被试高估学习掌握水平,而提取练习则使被试实现有效记忆。Participants included 46 undergraduate students in Experiment 1 and 79 undergraduate students in Experiment 2 aged 18～19.The authors aimed to investigate how learners selected their learning strategies when facing a memory task and what factors influenced the process.Meanwhile,the authors probed into the relationship between memory strategies selection and effective memory.The results revealed that 1） the memory strategy selection mode（testing or restudy） did not correspond with the JOL level after subjects learning the material to some degree;2） self-testing was not taken as a strategy improving learning directly,but it did indirectly through improving meta-learning;3） repeated studying produced over-confidence about performance in the immediate and delayed tests,while testing produced under-confidence in delayed tests and relatively accurate judgments in the immediate test,and testing aided efficient learning.

关 键 词：测试效应 元认知监测 元认知控制 高效率学习 

分 类 号：B842.3[哲学宗教—基础心理学]