共查询到20条相似文献，搜索用时 46 毫秒
1.
Jessica M. Logan Alan D. Castel Sara Haber Emily J. Viehman 《Metacognition and Learning》2012,7(3):175-195
Although memory performance benefits from the spacing of information at encoding, judgments of learning (JOLs) are often not sensitive to the benefits of spacing. The present research examines how practice, feedback, and instruction influence JOLs for spaced and massed items. In Experiment 1, in which JOLs were made after the presentation of each item and participants were given multiple study-test cycles, JOLs were strongly influenced by the repetition of the items, but there was little difference in JOLs for massed versus spaced items. A similar effect was shown in Experiments 2 and 3, in which participants scored their own recall performance and were given feedback, although participants did learn to assign higher JOLs to spaced items with task experience. In Experiment 4, after participants were given direct instruction about the benefits of spacing, they showed a greater difference for JOLs of spaced vs massed items, but their JOLs still underestimated their recall for spaced items. Although spacing effects are very robust and have important implications for memory and education, people often underestimate the benefits of spaced repetition when learning, possibly due to the reliance on processing fluency during study and attending to repetition, and not taking into account the beneficial aspects of study schedule. 相似文献
2.
Two biases can occur in multimedia learning: overconfidence and over-reliance on text processing. The present research sought to identify these biases and to investigate whether they can be reduced, and hence learning fostered, when studying and testing are repeated. In 2 experiments (Exp.1: N = 79, Exp.2: N = 52), students learned either with text only or with text and pictures (multimedia) about how the toilet flush works, gave judgments-of-learning (JOLs), were tested on the learning contents; afterwards this study-test cycle was repeated. Results from both experiments revealed stronger overconfidence due to multimedia in both study-test cycles (JOLs higher than learning outcomes). Eye movement data showed a relative increase in attention on the picture versus text from cycle 1 to cycle 2; this relative increase in attention was related to better learning outcomes. Repeated studying and testing thus helped to reduce over-reliance on text processing in multimedia learning, fostering performance. 相似文献
3.
Ariel Robert Karpicke Jeffrey D. Witherby Amber E. Tauber Sarah K. 《Educational Psychology Review》2021,33(2):693-712
When people make judgments of learning (JOLs) after studying paired associates, the process they engage in to monitor their learning can directly enhance learning for some types of material (Soderstrom et al. 2015). The current experiments investigated whether JOLs directly enhance learning educationally relevant texts. Across 5 experiments (N?=?703), people read several sections of an educational textbook with or without JOLs embedded between each section. We manipulated whether JOLs queried one’s understanding of the text at the aggregate level (Experiment 1) or for specific concepts in the text (Experiment 2a, 2b, 3, and 4). We also manipulated whether JOLs were framed to afford covert retrieval practice by prompting judgments with either the target information present or absent (Experiment 3). In most cases, instructing students to make JOLs did not improve comprehension above and beyond just reading the text. However, when people were instructed to retrieve information prior to making JOLs (Experiment 4), large learning gains occurred. These results indicate that JOLs in their standard form are unlikely to produce educational benefits to text comprehension in part because learners do not spontaneously retrieve criterial information when making metacomprehension judgments.
相似文献4.
Both retrospective and prospective monitoring are considered important for self-regulated learning of problem-solving skills. Retrospective monitoring (or self-assessment; SA) refers to students' assessments of how well they performed on a problem just completed. Prospective monitoring (or Judgments of Learning; JOLs) refers to students' judgments about how well they will perform on a (similar) problem on a future test. We investigated whether secondary education students' SA accuracy could be improved by training (Experiment 1 and 2), or by providing assessment standards (Experiment 2), and whether this would also affect the accuracy of JOLs. Accurate assessment of past performance might provide a good cue for judging future performance. Both Experiment 1 and 2 showed no effect of training on SA or JOL accuracy, but SA and JOLs were positively correlated with each other and negatively with effort. Providing standards did improve SA and JOL accuracy on identical problems, and performance on all problems. 相似文献
5.
We tested whether changes in attribution processes could account for the developmental differences observed in how children’s use fluency to guide their memory decisions. Children ranging in age from 4 to 9 years studied a list of familiar or unfamiliar cartoon characters. In Experiment 1 (n = 84), participants completed a recognition test during which the perceptual fluency of some items was enhanced using a prime. In Experiment 2 (n = 96), participants completed a source recollection judgment on their recognition decisions. Primed items were recognized at a higher rate than unprimed items. However, while young children rely on fluency for all items, older children use fluency only for unfamiliar items. This pattern came together with a reduction in familiarity-based—but not recollection-based—memory responses. 相似文献
6.
E. J. Capaldi Donna R. Verry Timothy M. Nawrocki Daniel J. Miller 《Learning & behavior》1984,12(1):7-20
Two experiments indicated that two approaches to serial learning are too extreme—the classical view that it consists only of interitem associations and various recent views that it involves no interitem associations. The novel assumption introduced here was that phrasing cues, normally conceptualized as merely segregating long series into smaller units or chunks, may also enter into associations with items, thereby reducing interitem interference and facilitating serial learning. It was found that one item could become a signal for another item, an interitem association, or be overshadowed by a phrasing cue, such as a brightness and temporal cue, also signaling that item. The items were .045-g pellets. Rats traversed a runway for items arranged in ordered series, 14-7-3-1-0 pellets (Experiment 1) or 10-2-0-10 (Experiment 2). Complete tracking of, for example, the 10-2-0-10 series would consist of fastest running to 10 pellets and slowest running to 0 pellets. In both investigations, the interitem association overshadowed was that between 0 pellets and the subsequent rewarded item, 0 → 14 (Experiment 1) or 0 → 10 (Experiment 2). Either repetitions of the 14-7-3-1-0 subpattern (Experiment 1) or merely the terminal 10-pellet item (Experiment 2) were phrased, both methods producing identical results. Overshadowing the 0-pellet item produced superior serial learning, more rapid extinction, and, in Experiment 1, considerable elevation of responding when the brightness phrasing cue was introduced in extinction, an effect said to be conceptually identical to spontaneous recovery and one demonstrating directly that phrasing cues are in reality overshadowing cues. It was suggested that many effects attributed to forgetting may be due to unrecognized overshadowing of memory cues by phrasing cues, giving rise to exaggerated estimates of forgetting. 相似文献
7.
Accuracy of students’ judgments of learning (JOLs) plays an important role in self-regulated learning. Most studies on JOL accuracy have focused on learning word pairs and text but problems-solving tasks are also very important in education. This study investigated whether children in grade 3 could differentiate in their JOLs between problem-solving tasks that varied in complexity. Participants (N = 76, 8–10 years old) engaged in solving four arithmetic problems, rated mental effort invested in each problem, gave either immediate or delayed JOLs, and completed a test containing isomorphic problems. The negative correlation that was found between invested mental effort and JOLs suggested that children's JOLs are sensitive to differences in complexity of the problem-solving tasks. Results on the relative and absolute accuracy of JOLs showed that immediate JOLs were numerically higher than delayed JOLs, and relative accuracy of immediate JOLs was moderately accurate, whereas delayed JOLs were not. 相似文献
8.
The underconfidence with practice effect (UWP) refers to the finding that people's judgments of learning shift from overconfidence to underconfidence on and after a first study-test trial (Koriat, Ma'ayan, & Sheffer, 2002). Finn and Metcalfe (2007, 2008) proposed that people show UWP because they use their memory of prior test performance as a cue to make subsequent judgments of learning and inadequately account for new learning (i.e. the Memory for Past Test (MPT) heuristic). In contrast to adults, 3rd and 5th graders' judgments showed persistent overconfidence on and after a first study-test trial. A second experiment tested children's ability to remember their prior test performance. Children's prior performance discriminations were accurate for items that they answered correctly on the prior trial, but were overconfident for items they had answered incorrectly indicating that their continued overconfidence was a result of faulty memory, rather than a failure to use the MPT heuristic. 相似文献
9.
Pigeons searched for two targets that varied in similarity to items in the background. The targets, simulating “prey,” were small alphabetic characters presented on computer monitors among distractor characters. In the first experiment, the probability of reinforcement for pecking at the targets was manipulated. In the second experiment, the response requirement for one of the targets was varied. Changing the probability of reinforcement led to more efficient search and increased choice for the more reinforced item. This effect carried over to subsequent equal reinforcement baseline conditions. Increasing the response requirement for one item increased response time for that item and reduced choice of the item. This effect did not carry over to a subsequent baseline condition. The results suggested that a high probability of reinforcement resulted in improved detection of the item, perhaps through perceptual learning, and increased the incentive that motivated response to the item, but that high response requirement resulted only in an incentive shift. 相似文献
10.
The effects of within-session variations in the intertriai interval (ITI) and delay on pigeons’ memory for event duration were studied in delayed symbolic matching-to-sample tasks. Pigeons were trained to peck one color following a long (8 sec) sample and another color following a short (2 sec) sample. In the first three experiments, the baseline conditions included a 10-sec delay (retention interval) and a 45-sec ITI. During testing, the delay was varied from 0 to 20 sec, and the ITI that preceded the trial was varied from 5 to 90 sec. When the ITI and delay were manipulated separately (Experiments 1 and 2), the pigeons displayed a choose-short tendency when the delay was longer than 10 sec or when the ITI was longer than 45 sec, and a choose-long tendency when either the delay or the ITI was shorter than these baseline values. These effects occurred whether the sample was food access or light. When the ITI and delay were manipulated together, the pigeons showed a large choose-long error tendency when the short delay was tested together with a short ITI, and no systematic error tendency when the short delay was tested together with a longer ITI. A very large choose-short error tendency emerged on trials with a long delay and a long ITI; a reduced choose-short tendency was present when the long delay was presented together with a short ITI. In Experiment 4, the baseline conditions were a 0-sec delay and a 45-sec ITI. In this case variations in the ITI had a smaller and unidirectional effect: the pigeons showed a choose-long error tendency when the ITI was decreased, but no effect of ITI increases. Two hypotheses were proposed and discussed: (1) that pigeons judge sample durations relative to a background time composed of the ITI and delay, and (2) that the delay and ITI effects might arise from a combination of subjective shortening and proactive effects of samples from previous trials. 相似文献
11.
Martina A. Rau 《Instructional Science》2018,46(2):209-243
To learn content knowledge in science, technology, engineering, and math domains, students need to make connections among visual representations. This article considers two kinds of connection-making skills: (1) sense-making skills that allow students to verbally explain mappings among representations and (2) perceptual fluency in connection making that allows students to fast and effortlessly use perceptual features to make connections among representations. These different connection-making skills are acquired via different types of learning processes. Therefore, they require different types of instructional support: sense-making activities and fluency-building activities. Because separate lines of research have focused either on sense-making skills or on perceptual fluency, we know little about how these connection-making skills interact when students learn domain knowledge. This article describes two experiments that address this question in the context of undergraduate chemistry learning. In Experiment 1, 95 students were randomly assigned to four conditions that varied whether or not students received sense-making activities and fluency-building activities. In Experiment 2, 101 students were randomly assigned to five conditions that varied whether or not and in which sequence students received sense-making and fluency-building activities. Results show advantages for sense-making and fluency-building activities compared to the control condition only for students with high prior chemistry knowledge. These findings provide new insights into potential boundary conditions for the effectiveness of different types of instructional activities that support students in making connections among multiple visual representations. 相似文献
12.
Wanlin Zhao Baike Li David R. Shanks Wenbo Zhao Jun Zheng Xiao Hu Ningxin Su Tian Fan Yue Yin Liang Luo Chunliang Yang 《Child development》2022,93(2):405-417
Recent studies established that making concurrent judgments of learning (JOLs) can significantly alter (typically enhance) memory itself—a reactivity effect. The current study recruited 190 Chinese children (Mage = 8.68 years; 101 female) in 2020 and 2021 to explore the reactivity effect on children's learning, its developmental trajectory and associated metacognitive awareness. The results showed that making JOLs significantly enhanced retention for students in Grades 1, 3, and 5, with Cohen's ds ranging from 0.40 to 1.33. Grade 5 students exhibited a larger reactivity effect than Grade 1 and 3 students. Children's metacognitive appreciation of the effect was weak. Firsthand experience of the reactivity effect, induced by taking a memory test, enhanced their awareness and calibrated their judgment accuracy. 相似文献
13.
Midsession reversals with pigeons: visual versus spatial discriminations and the intertrial interval
Jennifer R. Laude Jessica P. Stagner Rebecca Rayburn-Reeves Thomas R. Zentall 《Learning & behavior》2014,42(1):40-46
Discrimination reversal learning has been used as a measure of species flexibility in dealing with changes in reinforcement contingency. In the simultaneous-discrimination, midsession-reversal task, one stimulus (S1) is correct for the first half of the session, and the other stimulus (S2) is correct for the second half. After training, pigeons show a curious pattern of choices: They begin to respond to S2 well before the reversal point (i.e., they make anticipatory errors), and they continue to respond to S1 well after the reversal (i.e., they make perseverative errors). That is, pigeons appear to be using the passage of time or the number of trials into the session as a cue to reverse, and are less sensitive to the feedback at the point of reversal. To determine whether the nature of the discrimination or a failure of memory for the stimulus chosen on the preceding trial contributed to the pigeons’ less-than-optimal performance, we manipulated the nature of the discrimination (spatial or visual) and the duration of the intertrial interval (5.0 or 1.5 s), in order to determine the conditions under which pigeons would show efficient reversal learning. The major finding was that only when the discrimination was spatial and the intertrial interval was short did the pigeons perform optimally. 相似文献
14.
William C. M. Belzak 《Educational Measurement》2023,42(1):24-33
Test developers and psychometricians have historically examined measurement bias and differential item functioning (DIF) across a single categorical variable (e.g., gender), independently of other variables (e.g., race, age, etc.). This is problematic when more complex forms of measurement bias may adversely affect test responses and, ultimately, bias test scores. Complex forms of measurement bias include conditional effects, interactions, and mediation of background information on test responses. I propose a multidimensional, person-specific perspective of measurement bias to explain how complex sources of bias can manifest in the assessment of human knowledge, skills, and abilities. I also describe a data-driven approach for identifying key sources of bias among many possibilities—namely, a machine learning method commonly known as regularization. 相似文献
15.
In the present study, primary school children’s ability to give accurate confidence judgments (CJ) was addressed, with a special
focus on uncertainty monitoring. In order to investigate the effects of memory retrieval processes on monitoring judgments,
item difficulty in a vocabulary learning task (Japanese symbols) was manipulated. Moreover, as a first exploratory step to
uncover fast and retrieval bound (implicit) monitoring processes that take place before explicit CJ are openly reported, fixation
time allocation during recognition and monitoring was recorded with an eye-tracking device. Results revealed developmental
progression in uncertainty (but not in certainty) monitoring between the age of 7 and 9 years. Differences in CJ across levels
of item difficulty point to a substantial impact of retrieval processes on 9-yr-olds’ but not on 7-yr-olds’ monitoring. Eye-tracking
data revealed an overall bias towards medium and high CJ, and confirmed evidence on developmental progression in monitoring
skills. 相似文献
16.
Peter C. Holland 《Learning & behavior》1999,27(2):127-139
The effects of the intertrial interval (ITI) on learning and performance in Pavlovian appetitive serial feature positive (SFP) discriminations were examined in three experiments with rats. With longer ITIs, acquisition was more rapid, and there was less transfer of the feature’s behavioral control to a separately trained target cue, suggesting that longer ITIs encouraged the use of an occasion setting strategy. Behavior was also affected by discrimination-specific ITIs. Rats were trained with two SFP discriminations. The overall ITI was held constant, but the intervals between trials of one discrimination were varied by intermixing different numbers of trials from the other discrimination. Learning was more rapid when the intervals between trials of a single discrimination were longer. A sequential analyses showed that performance on a trial was impaired when it was preceded by a trial that included the same target cue but with the opposite trial outcome. The results are discussed in the frameworks of proactive interference effects and deletion-comparator processes (Cooper, Aronson, Balsam, & Gibbon, 1990.) 相似文献
17.
The target articles explore a common hypothesis pertaining to whether perceptually degrading materials will improve reasoning, memory, and metamemory. Outcomes are mixed, yet some evidence was garnered in support of a version of the disfluency hypothesis that includes moderators, and along with evidence from prior research, researchers will likely continue to explore the impact of disfluency on reasoning and learning. Toward this end, evidence and discussion from the target articles also suggest recommendations – both explicitly and implicitly – about how to explore this effect: (a) treat disfluency as a hypothesis to be tested and evaluate the disfluency hypothesis against alternatives; (b) pursue multiple replications of any disfluency effects; (c) attempt to measure differences in processing fluency across conditions; and (d) resist labeling manipulated variables with theoretically-laden terms. We expand on these recommendations in the present commentary. 相似文献
18.
In trial-unique delayed matching-to-sample the animal must (1) remember the item given as the sample, and (2) subsequently distinguish it from a second item to make a match. With rather short delays, even very well trained monkeys continue to make errors on this task. The question is whether these errors arise as a consequence of poor memory per se, or whether inadequate memory makes the sample difficult to distinguish from the alternative. This question was examined using pairs of items presented on multiple occasions. The role of sample was systematically interchanged between the items forming a pair. Errors were found to be well correlated between trials in which the same item served as sample, but essentially uncorrelated when those trials were compared with trials having the other item as the sample. For example, if A and B were paired items, results of trials in which A was selected as the sample were well correlated with other trials using A as the sample (run on other days); however, trials using A as the sample were uncorrelated with trials using B as the sample, even though the comparison pair (A and B presented together) was identical. These results suggest that the monkeys’ errors are not dependent on the distinguishability of the comparison pair, despite a “faded” memory on which to base the distinction. 相似文献
19.
Prior research shows that representational competencies that enable students to use graphical representations to reason and solve tasks is key to learning in many science, technology, engineering, and mathematics domains. We focus on two types of representational competencies: (1) sense making of connections by verbally explaining how different representations map to one another, and (2) perceptual fluency that allows students to fast and effortlessly use perceptual features to make connections among representations. Because these different competencies are acquired via different types of learning processes, they require different types of instructional support: sense-making activities and fluency-building activities. In a prior experiment, we showed benefits for combining sense-making activities and fluency-building activities. In the current work, we test how to combine these two forms of instructional support, specifically, whether students should first work on sense-making activities or on fluency-building activities. This comparison allows us to investigate whether sense-making competencies enhance students’ acquisition of perceptual fluency (sense-making-first hypothesis) or whether perceptual fluency enhances students’ acquisition of sense-making competencies (fluency-first hypothesis). We conducted a lab experiment with 74 students from grades 3–5 working with an intelligent tutoring system for fractions. We assessed learning processes and learning outcomes related to representational competencies and domain knowledge. Overall, our results support the sense-making-first hypothesis, but not the fluency-first hypothesis. 相似文献
20.
This study extends the literature on the component skills involved in oral reading fluency. Dominance analysis was applied to assess the relative importance of seven reading-related component skills in the prediction of the oral reading fluency of 272 adult literacy learners. The best predictors of oral reading fluency when text difficulty was fixed at a single reading level was word reading efficiency. When text difficulty varied based on readers?? comprehension levels, word reading efficiency was also the best predictor with vocabulary and auditory working memory emerging as important predictors as well. Our findings suggest the merit of investigations into whether adults with low literacy may need vocabulary and auditory working memory strategy interventions to improve their reading fluency. 相似文献