学习和测验经验对学习判断中UWP效应的影响  

The Influence of Study and Test Experiences on Underconfidence with Practice Effect in Judgments of Learning

作　　者：余鹏[1] 陈功香[1] 

机构地区：[1]济南大学教育与心理科学学院,济南250022

出　　处：《心理科学》2013年第4期865-869,共5页Journal of Psychological Science

基　　金：国家自然科学基金项目(30700228)的资助

摘　　要：针对重复学习判断中出现的练习伴随低估(UWP)效应,研究者提出了多种理论解释。本研究基于过去测验记忆假说,在学习阶段和测验阶段引入两种判断:学习判断准确性的判断和回溯性信心判断,通过两个实验考察了学习经验和测验经验对UWP效应的影响。结果发现:在学习判断中学习判断准确性的判断和回溯性信心判断均消除了UWP效应,间接证明了学习和测验经验均影响到UWP效应的出现。Koriat,Sheffer and Ma＇ayan （2002） documented a phenomenon which they termed the underconfidence-with-practice （UWP） effect： when participants are presented with the same list of paired-associates for several study-test cycles,their JOLs exhibit relatively good calibration on the first study - test cycle,with a tendency for overconfidence. However,a shift toward marked under-confidence occurs from the second study-test cycle onward. This UWP effect is found to be very robust. Based on the memory for past tests （MPT） hypothesis,we examined the influence of the test experience and learning experience by inserting two judgments in learning and tests stages in two experiments： the second-order judgments （SOJs） and retrospective confidence judgments （RCJs） . The second-order judgments （SOJs） pertain to an individual＇s confidence in the JOLs （judgments of learning） themselves; the second type of judgments are called retrospective confidence judgments （RCJs） ,used to access the correctness of past retrieval,are often assumed to arise from the retrievability of the to-be-judged item from memory. Participants were instructed that they would be learning 48 word pairs and making JOLs. JOLs were explained as judgments of learning based on what they thought were their chances for recalling the second word when given the first word during a memory test that would happen in a minute. They were asked to use a scale from 0% to100% . On trial1 in Experiment1,participants completed the tasks in the order described below： a） Study. Each item was displayed individually for 3 second to study. b） Judgments of learning. The participant judged the likelihood of correctly retrieving that item on a subsequent test of memory. c） Second-order judgments. A given JOL was followed immediately by a SOJ in Experiment1. d） Paired-associate recall. The cue was randomly presented,and the participant was instructed to respond with the word that was originally paired with that cue. Experiment 2 was diff

关 键 词：学习判断 练习伴随低估效应 学习判断准确性的判断 回溯性信心判断 

分 类 号：B842.1[哲学宗教—基础心理学]