追溯信心的推理理论

IF 3.9 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Bennett L. Schwartz
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引用次数: 0

摘要

回顾性信心指的是对所检索信息事实上是否正确的确定程度的现象学体验。心理学的一系列分支学科,从感知到记忆研究,以及教育和法律应用,都对回溯信心判断进行了研究。本文的重点是针对记忆的回顾性信心判断。通常情况下,回溯信心判断由直接获取模型来解释。直接获取模型假设人们可以直接获取检索记忆的强度。与此相反,推理模型则认为人们利用可获得的启发式线索来决定其回顾性信心判断。本文概述了直接获取法和推论法的现有模型。然后,我介绍了一些研究成果,这些成果支持了将推论模型纳入对回顾性信心判断的任何解释中的必要性。这些启发式方法包括线索和编码流畅性、检索流畅性、相关信息检索、检索生动性和自我一致性。然后,我提出了一个综合模型来解释回溯信心判断是如何做出的。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

Inferential theories of retrospective confidence

Inferential theories of retrospective confidence

Retrospective confidence refers to the phenomenological experience of the level of certainty that retrieved information is, in fact, correct. Retrospective confidence judgments are examined across a range of sub-disciplines in psychology from perception to memory research, and in education and legal applications. This paper focuses on retrospective confidence judgments directed at memory. Typically, retrospective confidence judgments are explained by direct-access models. Direct-access models postulate that people have direct access to the strength of the retrieved memory. In contrast, inferential models posit that people use accessible heuristic cues to determine their retrospective confidence judgments. This paper outlines existing models from both the direct-access approach and the inferential approach. I then present the outcomes of studies that support the need to include inferential models in any explanation of retrospective confidence judgments. These heuristics include cue and encoding fluency, retrieval fluency, retrieval of related information, vividness of the retrieval, and self-consistency. I then present an integrative model to account for how retrospective confidence judgments are made.

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来源期刊
CiteScore
6.20
自引率
15.20%
发文量
39
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.
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