{"title":"Forget framing might involve the assumption of mastery, but probably does not activate the notion of forgetting.","authors":"Michael J Serra, Benjamin D England","doi":"10.1037/xlm0000804","DOIUrl":null,"url":null,"abstract":"<p><p>Soliciting predictions about hypothetical memory performance (without having participants engage in a related memory task) is a simple way for researchers to examine people's metacognitive beliefs about how memory functions. Using this methodology, researchers can vary what information is provided as part of the scenario or how the memory prediction is framed to examine how such factors alter people's memory predictions. For example, Koriat, Bjork, Sheffer, and Bar (2004) found that participants would factor expected retention intervals into their memory predictions (worse performance over longer intervals) when they were asked to predict future forgetting, but not when they were asked to predict future remembering. In the present experiments, we examined the effects of forget framing on memory predictions and whether we indicated that the hypothetical learners had mastered the information before the retention interval began. Although we hypothesized that stating initial mastery might similarly activate participants' knowledge that memory should decline with longer retention intervals, in our experiments, neither the forget frame nor mastery information seemed to consistently trigger participants' beliefs about forgetting. Furthermore, participants' remember-framed predictions were higher when we indicated mastery than when we did not, but forget-framed predictions were not affected by the mastery information. Taken together, the present results suggest that the forget frame might involve the assumption of an initially high level of mastery but probably does not activate a \"notion of forgetting\" that alerts participants to the fact that memory declines over increasing retention intervals. (PsycInfo Database Record (c) 2021 APA, all rights reserved).</p>","PeriodicalId":504300,"journal":{"name":"Journal of Experimental Psychology: Learning, Memory, and Cognition","volume":" ","pages":"2384-2396"},"PeriodicalIF":0.0000,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"2","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Experimental Psychology: Learning, Memory, and Cognition","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1037/xlm0000804","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2019/12/12 0:00:00","PubModel":"Epub","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 2
Abstract
Soliciting predictions about hypothetical memory performance (without having participants engage in a related memory task) is a simple way for researchers to examine people's metacognitive beliefs about how memory functions. Using this methodology, researchers can vary what information is provided as part of the scenario or how the memory prediction is framed to examine how such factors alter people's memory predictions. For example, Koriat, Bjork, Sheffer, and Bar (2004) found that participants would factor expected retention intervals into their memory predictions (worse performance over longer intervals) when they were asked to predict future forgetting, but not when they were asked to predict future remembering. In the present experiments, we examined the effects of forget framing on memory predictions and whether we indicated that the hypothetical learners had mastered the information before the retention interval began. Although we hypothesized that stating initial mastery might similarly activate participants' knowledge that memory should decline with longer retention intervals, in our experiments, neither the forget frame nor mastery information seemed to consistently trigger participants' beliefs about forgetting. Furthermore, participants' remember-framed predictions were higher when we indicated mastery than when we did not, but forget-framed predictions were not affected by the mastery information. Taken together, the present results suggest that the forget frame might involve the assumption of an initially high level of mastery but probably does not activate a "notion of forgetting" that alerts participants to the fact that memory declines over increasing retention intervals. (PsycInfo Database Record (c) 2021 APA, all rights reserved).
对研究人员来说,征求对假设记忆表现的预测(不让参与者参与相关的记忆任务)是检验人们关于记忆功能的元认知信念的一种简单方法。使用这种方法,研究人员可以改变作为场景的一部分提供的信息,或者如何构建记忆预测,以检查这些因素如何改变人们的记忆预测。例如,Koriat, Bjork, Sheffer, and Bar(2004)发现当参与者被要求预测未来的遗忘时,他们会将预期的保留时间间隔考虑到他们的记忆预测中(时间间隔越长表现越差),但当他们被要求预测未来的记忆时却没有。在本实验中,我们考察了遗忘框架对记忆预测的影响,以及我们是否表明假设的学习者在保留间隔开始之前已经掌握了信息。尽管我们假设,陈述最初的掌握可能同样会激活参与者的知识,即记忆应该随着保持时间的延长而下降,但在我们的实验中,遗忘框架和掌握信息似乎都没有始终触发参与者关于遗忘的信念。此外,当我们表明掌握时,参与者的记忆框架预测比没有表明掌握时更高,但遗忘框架预测不受掌握信息的影响。综上所述,目前的研究结果表明,遗忘框架可能涉及一开始的高水平掌握的假设,但可能不会激活“遗忘的概念”,提醒参与者记忆随着保持时间的增加而下降。(PsycInfo Database Record (c) 2021 APA,版权所有)。