对前瞻记忆的学习判断的理论和实证分析
Theoretical and Empirical Analysis of Judgments of Learning for Prospective Memory
DOI: 10.12677/ass.2024.138764, PDF,   
作者: 龚逸天：福建师范大学心理学院，福建 福州
关键词: 前瞻记忆；学习判断；元认知；Prospective Memory； Judgments of Learning； Metacognition
摘要: 学习判断是元记忆监测的一种形式，是对自己学习程度进行预测的一种元认知监测手段。对前瞻记忆的学习判断(前瞻性学习判断)是一个前人研究较少的领域，涉及到人们对自己的未来要执行的记忆过程和效果的认知和调节。文章着重总结了前瞻性学习判断的一些理论和实证研究。前瞻性学习判断的准确性的影响因素和学习判断本身是否会影响前瞻记忆尚存争议。理解这些关系可以帮助我们更好地利用元认知来提高我们的学习和记忆效果。
Abstract: Judgements of learning (JOLs) is a form of meta-memory monitoring, a means of predicting one’s own level of learning as a form of meta-cognitive monitoring. The study of prospective-JOLs is a less explored area in previous research, involving cognitive and regulatory processes related to one’s own future memory processes and outcomes. This paper focuses on summarizing some theoretical and empirical studies on prospective-JOLs. The accuracy of prospective-JOLs and whether Judgements of learning itself affects prospective memory are still subject to debate. Understanding these relationships can help us better utilize meta-cognition to improve our learning and memory performance.
文章引用：龚逸天. 对前瞻记忆的学习判断的理论和实证分析[J]. 社会科学前沿, 2024, 13(8): 781-787. https://doi.org/10.12677/ass.2024.138764

参考文献

[1] Flavell, J.H. (1979) Metacognition and Cognitive Monitoring: A New Area of Cognitive-Developmental Inquiry. American Psychologist, 34, 906-911. [Google Scholar] [CrossRef] 
[2] Nelson, T.O. (1990) Metamemory: A Theoretical Framework and New Findings. Psychology of Learning and Motivation, 26, 125-173. [Google Scholar] [CrossRef] 
[3] 陈功香, 傅小兰. 学习判断及其准确性[J]. 心理科学进展, 2004, 12(2): 176-184.
[4] McDaniel, M. and Einstein, G. (2007). Prospective Memory: An Overview and Synthesis of an Emerging Field. SAGE Publications, Inc.[CrossRef] 
[5] Anderson, F.T., Strube, M.J. and McDaniel, M.A. (2019) Toward a Better Understanding of Costs in Prospective Memory: A Meta-Analytic Review. Psychological Bulletin, 145, 1053-1081. [Google Scholar] [CrossRef] [PubMed]
[6] Mahy, C.E.V., Mazachowsky, T.R. and Pagobo, J.R. (2018) Do Verbal Reminders Improve Preschoolers’ Prospective Memory Performance? It Depends on Age and Individual Differences. Cognitive Development, 47, 158-167. [Google Scholar] [CrossRef] 
[7] Ellis, J. and Kvavilashvili, L. (2000) Prospective Memory in 2000: Past, Present, and Future Directions. Applied Cognitive Psychology, 14, S1-S9. [Google Scholar] [CrossRef] 
[8] Smith, R.E. and Bayen, U.J. (2004) A Multinomial Model of Event-Based Prospective Memory. Journal of Experimental Psychology: Learning, Memory, and Cognition, 30, 756-777. [Google Scholar] [CrossRef] [PubMed]
[9] Loft, S. and Remington, R.W. (2013) Wait a Second: Brief Delays in Responding Reduce Focality Effects in Event-Based Prospective Memory. Quarterly Journal of Experimental Psychology, 66, 1432-1447. [Google Scholar] [CrossRef] [PubMed]
[10] Kvavilashvili, L. and Ellis, J. (1996) Varieties of Intention: Some Distinctions and Classifications. Prospective Memory: Theory and Applications, 6, 183-207.
[11] McDaniel, M.A., Umanath, S., Einstein, G.O. and Waldum, E.R. (2015) Dual Pathways to Prospective Remembering. Frontiers in Human Neuroscience, 9, Article 392. [Google Scholar] [CrossRef] [PubMed]
[12] Kliegel, M., McDaniel, M.A. and Einstein, G.O. (2008) Prospective Memory: Cognitive, Neuroscience, Developmental, and Applied Aspects. Psychology Press.
[13] Susser, J.A. and Mulligan, N.W. (2019) Exploring the Intrinsic-Extrinsic Distinction in Prospective Metamemory. Journal of Memory and Language, 104, 43-55. [Google Scholar] [CrossRef] 
[14] Rhodes, M.G. (2016) Judgments of Learning: Methods, Data, and Theory. The Oxford Handbook of Metamemory, 1, 65-80.
[15] Koriat, A. (1997) Monitoring One’s Own Knowledge during Study: A Cue-Utilization Approach to Judgments of Learning. Journal of Experimental Psychology: General, 126, 349-370. [Google Scholar] [CrossRef] 
[16] McDaniel, M.A. and Einstein, G.O. (2000) Strategic and Automatic Processes in Prospective Memory Retrieval: A Multiprocess Framework. Applied Cognitive Psychology, 14, S127-S144. [Google Scholar] [CrossRef] 
[17] 陈幼贞, 许艳凤, 刘建榕, 等. 目标显著性和任务重要性对数学学业不良生和学优生前瞻记忆和前瞻干扰效应的影响[J]. 心理科学, 2018, 41(3): 586-593.
[18] Kvavilashvili, L. and Ford, R.M. (2014) Metamemory Prediction Accuracy for Simple Prospective and Retrospective Memory Tasks in 5-Year-Old Children. Journal of Experimental Child Psychology, 127, 65-81. [Google Scholar] [CrossRef] [PubMed]
[19] Li, B., Pastötter, B., Zhong, Y., Su, N., Huang, T., Zhao, W., et al. (2024) Judgments of Learning Reactively Improve Memory by Enhancing Learning Engagement and Inducing Elaborative Processing: Evidence from an EEG Study. Journal of Intelligence, 12, Article 44. [Google Scholar] [CrossRef] [PubMed]
[20] Schnitzspahn, K.M., Zeintl, M., Jäger, T. and Kliegel, M. (2011) Metacognition in Prospective Memory: Are Performance Predictions Accurate? Canadian Journal of Experimental Psychology, 65, 19-26. [Google Scholar] [CrossRef] [PubMed]
[21] 陈功香, 张承芬, 苏雅雯. 延迟学习判断的效应机制[J]. 心理学报, 2010, 42(7): 743-753.
[22] Nelson, T.O., Narens, L. and Dunlosky, J. (2004) A Revised Methodology for Research on Metamemory: Pre-Judgment Recall and Monitoring (PRAM). Psychological Methods, 9, 53-69. [Google Scholar] [CrossRef] [PubMed]
[23] Einstein, G.O. and McDaniel, M.A. (1990) Normal Aging and Prospective Memory. Journal of Experimental Psychology: Learning, Memory, and Cognition, 16, 717-726. [Google Scholar] [CrossRef] [PubMed]

为你推荐