期刊
JOURNAL OF INTELLIGENCE
卷 10, 期 4, 页码 -出版社
MDPI
DOI: 10.3390/jintelligence10040101
关键词
metamemory; judgments of learning; retrieval practice; elaboration
Judgments of learning are most accurate when made at a delay from the initial encoding. Different study techniques can influence the accuracy of delayed judgments of learning by affecting the accessibility of cues stored in long-term memory. The accessibility of targets is positively associated with delayed-judgment accuracy and study techniques that enhance the accessibility of targets also enhance delayed-judgment accuracy.
Judgments of learning are most accurate when made at a delay from the initial encoding of the assessed material. A wealth of evidence suggests that this is because a delay encourages participants to base their predictions on cues retrieved from long-term memory, which are generally the most diagnostic of later memory performance. We investigated the hypothesis that different types of study techniques affect delayed JOL accuracy by influencing the accessibility of cues stored in long-term memory. In two experiments, we measured the delayed-JOL accuracy of participants who encoded semantically unrelated and weakly related word pairs through one of three study techniques: reading the pairs twice (study practice), generating keywords (elaborative encoding), or taking a cued-recall test with feedback (retrieval practice). We also measured the accessibility, utilization, and diagnostic quality of two long-term memory cues at the time of the delayed JOL: (a) retrieval of the target, and (b) noncriterial cues (retrieval of contextual details pertaining to the encoding of the target). We found that the accessibility of targets was positively associated with delayed-JOL accuracy. Further, we provide evidence that when study techniques enhance the accessibility of targets, they likewise enhance delayed-JOL accuracy.
作者
我是这篇论文的作者
点击您的名字以认领此论文并将其添加到您的个人资料中。
推荐
暂无数据