Soliciting judgments of learning reactively facilitates both recollection- and familiarity-based recognition memory

IF 3.9 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Metacognition and Learning Pub Date : 2024-03-27 DOI:10.1007/s11409-024-09382-1

Jun Zheng, Baike Li, Wenbo Zhao, Ningxin Su, Tian Fan, Yue Yin, Yali Hu, Xiao Hu, Chunliang Yang, Liang Luo

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Abstract

Successful recognition is generally thought to be based on both recollection and familiarity of studied information. Recent studies found that making judgments of learning (JOLs) can reactively facilitate recognition performance, a form of reactivity effect on memory. The current study aimed to explore the roles of recollection and familiarity in the reactivity effect on recognition performance. Experiment 1 replicated the positive reactivity effect on recognition performance. Experiment 2 used the sequential remember/know (R/K) procedure, Experiment 3 utilized the simultaneous R/K procedure, and Experiment 4 inserted a long study-test interval (i.e., 24-h) to determine the roles of recollection and familiarity in the reactivity effect. These three experiments converged in demonstrating that making JOLs reactively facilitated recognition performance through enhancing both recollection and familiarity. Furthermore, there was minimal difference between the reactive influences on recollection and familiarity. The documented findings imply that the JOL reactivity effect on recognition is supported by two underlying mechanisms: greater recollection induced by enhanced distinctiveness, and superior familiarity induced by enhanced learning engagement.

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对学习作出反应性判断可促进基于回忆和熟悉的识别记忆

一般认为，成功的识别基于对所学信息的回忆和熟悉程度。最近的研究发现，学习判断（JOLs）可以反应性地促进识别成绩，这是记忆反应性效应的一种形式。本研究旨在探讨回忆和熟悉在识别成绩反应性效应中的作用。实验 1 复制了对识别成绩的积极反应效应。实验二采用了顺序记忆/认识（R/K）程序，实验三采用了同步记忆/认识程序，实验四则插入了较长的学习-测试间隔（即 24 小时），以确定回忆和熟悉在反应性效应中的作用。这三个实验共同证明，通过增强回忆和熟悉程度，反应性地制作 JOL 有利于提高识别成绩。此外，反应性对回忆和熟悉程度的影响差异很小。这些研究结果表明，JOL 对识别的反应性影响是由两个基本机制支持的：增强的独特性诱发了更多的回忆，而增强的学习参与性诱发了更高的熟悉度。

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来源期刊

Metacognition and Learning Multiple-

CiteScore

6.20

自引率

15.20%

发文量

期刊介绍： The journal "Metacognition and Learning" addresses various components of metacognition, such as metacognitive awareness, experiences, knowledge, and executive skills. Both general metacognition as well as domain-specific metacognitions in various task domains (mathematics, physics, reading, writing etc.) are considered. Papers may address fundamental theoretical issues, measurement issues regarding both quantitative and qualitative methods, as well as empirical studies about individual differences in metacognition, relations with other learner characteristics and learning strategies, developmental issues, the training of metacognition components in learning, and the teacher’s role in metacognition training. Studies highlighting the role of metacognition in self- or co-regulated learning as well as its relations with motivation and affect are also welcomed. Submitted papers are judged on theoretical relevance, methodological thoroughness, and appeal to an international audience. The journal aims for a high academic standard with relevance to the field of educational practices. One restriction is that papers should pertain to the role of metacognition in learning situations. Self-regulation in clinical settings, such as coping with phobia or anxiety outside learning situations, is beyond the scope of the journal.