摘要
以小学高年级学生为被试,采用联结学习任务,考察该年龄阶段学生的学习判断能力的发展和年龄特点,同时分析学习判断能力出现年龄差异的原因,以及该年龄阶段学生的学习判断绝对准确性的延迟学习判断效应。实验结果表明:小学高年级学生即时逐项学习判断绝对准确性存在年龄差异,其发展趋势是随年龄增长而提高的,存在年龄差异的原因是判断依据的线索不同。小学高年级学生的逐项学习判断绝对准确性出现延迟学习判断效应。
Judgments of learning are assessments about how well people learned particular information.In the study,the subjects were 110 students from the 4～6th grades of primary school.Experiments 1 and 2 were both based on a 3（age groups： 4th,5th or 6th） × 2（tasks：JOL or recall） mixed factorial design.The items were 30 concrete noun pairs presented on computer.The 30 items were 17 unrelated pairs and 13 related pairs.The students were that they were going to see 30 items and to ＂try hard to learn the items＂ and told that their task would be to recall the second word of a given pair.In Experiment 1,students in the immediate JOL condition studied each item pair for 5 s,and the then were asked whether in about 10 min from now they would still be able to recall the second word of the pair when the stimulus word was shown on the computer.A JOL was made for each item within 5 s before the students proceeded to the next.Consequently,each JOL occurred immediately after the item was studied.When they finished the pair study,they would finish an unrelated buffer activity.This was followed by a paired-associate recall.For each item,only the stimuli were presented,and the students had to remember the correct response.In Experiment 2,students in the delayed JOL condition studied each item pair for 5 s,and then had to work on the unrelated buffer activity.After the students had finished the buffer activity,they would make JOLs for each item when the stimulus word was shown.Then they finished a paired-associate recall. Repeated measures ANOVAs were conducted for Experiments 1 and 2.In the analysis of Experiment 1,there was a significant main effect of the task,F（1,107）= 6.583,p.05,and a significant interaction between the age group and the task,F（2,107）=3.414,p.05）,showing that 4th and 5th graders＇ immediate JOL magnitude greater than their actual recall significantly （t（33）=2.650,p.05;t（40）=2.304,p.05）,and the 6th graders＇ JOL was not different from their actual recall.In the analysis of Experiment 2,there was no significant main effect of the task and interaction between the age group and the tasks,which showed that the students＇ JOL had a good absolute accuracy.The main effect of the age groups was significant,F（2,107） = 3.419,p.05,which showed that 6th graders＇ actual recall performance was significantly better than that of the 4th and 5th graders＇.According to the results of this study,we arrived at the conclusions： there was age difference in the accuracy of immediate item-by-item JOLs of the primary higher grade students.There was no significant age difference in the accuracy of delayed item-by-item JOL,and the students had good absolute accuracy.The cue-utilization model and the fluency hypothesis can explain how the students use the cue to make JOL and monitor their memory.The delayed-JOL effect can be observed in the higher graders of primary school.
出处
《心理科学》
CSSCI
CSCD
北大核心
2011年第2期402-406,共5页
Journal of Psychological Science
基金
国家社科基金"十一五"规划国家重大课题项目(ABA060004)的资助
