The teaching context is highly related to student’s learning process and the corresponding performance. The current study exploredthe influence of distance cue (the front seats or the back seats in a classroom) on in...The teaching context is highly related to student’s learning process and the corresponding performance. The current study exploredthe influence of distance cue (the front seats or the back seats in a classroom) on individual’s metacognition and performance. Theresults showed that participants seated in the front seats had higher JOLs and better perform than those in the back seats, and seatinghabits seem to have little impact on these scores. However, this superiority is only related to the participants who believed in that“position of the seat affects learning performance”. The results demonstrated that cognitive process and metacognitive process areaffected by the distance cues in the classroom. Importantly, individual’s belief plays a moderating role.展开更多
Accumulated studies have found that learners would have an illusion of ability during the learning process when predicting whether previously learned materials can be recalled in subsequent tests.Learners may overesti...Accumulated studies have found that learners would have an illusion of ability during the learning process when predicting whether previously learned materials can be recalled in subsequent tests.Learners may overestimate or underestimate their performance in the situation,and this phenomenon is called metacognitive illusion.Recently,the belief hypothesis proposed that relevant beliefs would be produced when individuals process perceptual information,and such belief would affect the judgment.This study explores the influence of beliefs on the metacognitive illusion of complete and incomplete nouns by manipulating font shape(nouns with complete or missing strokes)and using pre-study and immediate judgments of learning(JOLs).The results of the study found that the participants had a metacognitive illusion of complete nouns,that is,the nouns with complete strokes got higher JOLs but lower recall scores than nouns with incomplete strokes.展开更多
The font-size effect on judgments of learning(JOLs)refers to large-font words being rated as more memorable than small ones when required to predict memory performance during the study phase.This study examines percep...The font-size effect on judgments of learning(JOLs)refers to large-font words being rated as more memorable than small ones when required to predict memory performance during the study phase.This study examines perceptual contrast as the prerequisite for this font-size effect on JOLs and explores how perceptual contrast leads to this effect.In Experiment 1,perceptual contrast was achieved by inserting words with one font(e.g.,18 pt)into a series of words with another font(e.g.,70 pt)at a particular proportion(1:4).In Experiment 2,perceptual contrast was manipulated by presenting two different font words up and down in a pair.The results of both experiments showed that:(1)participants rated higher JOLs for large than small fonts under the contrast conditions,but the JOL difference between the two fonts was not significant under the no-contrast conditions;(2)the JOLs of small-font words under the contrast conditions was reduced compared with the no-contrast conditions,but the JOLs of large-font words under the contrast conditions was increased compared with the no-contrast conditions.These results indicated that perceptual contrast was the prerequisite for the font-size effect on JOLs.The reason for this effect is that,compared to no-contrast conditions,perceptual contrast reduces the JOLs of small-font words while increasing the JOLs of large-font words.This study may deepen researchers’understanding of the mechanism of the font-size effect on JOLs and help educators effectively guide students to learn.展开更多
文摘The teaching context is highly related to student’s learning process and the corresponding performance. The current study exploredthe influence of distance cue (the front seats or the back seats in a classroom) on individual’s metacognition and performance. Theresults showed that participants seated in the front seats had higher JOLs and better perform than those in the back seats, and seatinghabits seem to have little impact on these scores. However, this superiority is only related to the participants who believed in that“position of the seat affects learning performance”. The results demonstrated that cognitive process and metacognitive process areaffected by the distance cues in the classroom. Importantly, individual’s belief plays a moderating role.
文摘Accumulated studies have found that learners would have an illusion of ability during the learning process when predicting whether previously learned materials can be recalled in subsequent tests.Learners may overestimate or underestimate their performance in the situation,and this phenomenon is called metacognitive illusion.Recently,the belief hypothesis proposed that relevant beliefs would be produced when individuals process perceptual information,and such belief would affect the judgment.This study explores the influence of beliefs on the metacognitive illusion of complete and incomplete nouns by manipulating font shape(nouns with complete or missing strokes)and using pre-study and immediate judgments of learning(JOLs).The results of the study found that the participants had a metacognitive illusion of complete nouns,that is,the nouns with complete strokes got higher JOLs but lower recall scores than nouns with incomplete strokes.
基金National Office for Philosophy and Social Sciences,Grant/Award Number:16CSH047。
文摘The font-size effect on judgments of learning(JOLs)refers to large-font words being rated as more memorable than small ones when required to predict memory performance during the study phase.This study examines perceptual contrast as the prerequisite for this font-size effect on JOLs and explores how perceptual contrast leads to this effect.In Experiment 1,perceptual contrast was achieved by inserting words with one font(e.g.,18 pt)into a series of words with another font(e.g.,70 pt)at a particular proportion(1:4).In Experiment 2,perceptual contrast was manipulated by presenting two different font words up and down in a pair.The results of both experiments showed that:(1)participants rated higher JOLs for large than small fonts under the contrast conditions,but the JOL difference between the two fonts was not significant under the no-contrast conditions;(2)the JOLs of small-font words under the contrast conditions was reduced compared with the no-contrast conditions,but the JOLs of large-font words under the contrast conditions was increased compared with the no-contrast conditions.These results indicated that perceptual contrast was the prerequisite for the font-size effect on JOLs.The reason for this effect is that,compared to no-contrast conditions,perceptual contrast reduces the JOLs of small-font words while increasing the JOLs of large-font words.This study may deepen researchers’understanding of the mechanism of the font-size effect on JOLs and help educators effectively guide students to learn.
