元记忆
心理学
加工流畅性
认知心理学
情感(语言学)
认知
召回
工作记忆
流利
元认知
社会心理学
发展心理学
沟通
神经科学
数学教育
作者
Michael L. Mueller,John Dunlosky,Sarah K. Tauber
标识
DOI:10.1080/17470218.2015.1058404
摘要
Judgments of learning (JOLs) are higher for identical pairs (dog-dog) than for related pairs (dog-cat). This identical effect may be mediated (a) by processing fluency (i.e., identical pairs are processed faster than related pairs) or (b) by a belief that identical pairs are better remembered or (c) by both factors. In the present work, we assessed the contribution of both factors. We evaluated whether a measure of processing fluency (i.e., self-paced study) mediated the relationship between pair type and JOLs (Experiment 1) and attempted to disrupt processing fluency using an AlTeRnAtInG presentation format (Experiment 2). We also evaluated whether judgments made in the absence of processing fluency demonstrated the identical effect (Experiment 3), and, finally, we had participants read a vignette about an experiment that included both pair types and estimate which pairs would be best remembered (Experiment 4). Evidence from all experiments converged on the conclusion that people's beliefs about how variables affect memory--and not differential fluency--best explain the identical effect, although we cannot entirely rule out the possibility that fluency plays a small role. The outcomes were consistent with the analytic-processing theory of JOLs--namely, when instructed to make JOLs, people adopt an analytic problem-solving approach that involves identifying variation across pairs that plausibly relate to memory and then use this variation to make JOLs.
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