元记忆
召回
心理学
免费召回
线索回忆
召回测试
认知心理学
背景(考古学)
序列位置效应
元认知
认知
社会心理学
发展心理学
生物
古生物学
神经科学
作者
Heather L. Tiede,Jason P. Leboe
摘要
Correspondence between judgments of learning (JOLs) and actual recall tends to be poor when the same items are studied and recalled multiple times (e.g., A. Koriat, L. Sheffer, & H. Ma'ayan, 2002). The authors investigated whether making relevant metamemory knowledge more salient would improve the association between actual and predicted recall as a function of repeated exposure to the same study list. In 2 experiments, participants completed 4 study-recall phases involving the same list of items. In addition to having participants make item-by-item JOLs during each study phase, after the 1st study-recall phase participants also generated change-in-recall estimates as to how many more or fewer words they would recall given another exposure to the same study list. This estimation procedure was designed to highlight repeated study as a factor that can contribute to recall performance. Activating metamemory knowledge about the benefits of repeated study for recall in this way allowed participants to accurately express this knowledge in a free-recall context (Experiment 2), but less so when the memory test was cued recall (Experiment 1).
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