文章基本信息

标题：Phrasing questions in terms of current (not future) knowledge increases preferences for cue-only judgments of learning.
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作者：Ivo Todorov ; Nate Kornell ; Max Larsson Sundqvist 等
期刊名称：Archives of Scientific Psychology
电子版ISSN：2169-3269
出版年度：2013
卷号：1
期号：1
页码：7-13
DOI：10.1037/arc0000002
出版社：American Psychological Association
摘要：Judgments of learning (JOLs) predict later recall more accurately when they are made, after a delay, based on a cue alone compared with a cue and target. We investigated whether people recognize the benefit of cue-only responses when making JOLs and whether their preferences depend on how JOL prompts are phrased. Forty participants studied glossaries and then made delayed cue-only and cue-target JOLs. In one condition, where the JOL prompts were phrased as predictions of future memory performance, only 15% of the participants preferred the cue-only strategy, replicating Jönsson and Kerimi (2011). In another condition, where JOLs were phrased as assessments of the current state of learning, 55% preferred the cue-only strategy. To conclude, students do not seem to recognize the value of cue-only JOLs, but they picked the superior JOL strategy more often when the JOL phrasing focused their attention on their knowledge state at the time of the JOL, rather than on a future state.
关键词：metacognitive knowledge; learning strategies; judgments of learning; the delayed JOL effect; metacognition