学习判断的练习伴随低估效应

Underconfidence-with-Pratice Effect for Judgments of Learning

学习判断是元认知判断的一种重要形式，是个体对随后的记忆成绩的预测。当个体在多次学习－测验任务中学习词对时，学习判断出现了练习伴随低估效应。研究者对此进行了大量的实验并提出了多种理论，如线索应用模型，提取流畅性假说和基点－校正假说。但是，Koriat等人通过分析发现练习伴随低估效应可能不是单一因素作用的结果，而是多种效应共同影响作用的表现，并由此提出了记忆去偏差假说。文章指出了目前研究中还存在的问题以及未来研究的方向。

As an important metacognitive judgment， judgment of learning (JOL) is the prediction about future performance of learned materials. JOLs made during multiple study-test trials underestimate increases in recall performance across those trials， an effect that has been dubbed the underconfidence-with-practice (UWP) effect. Based on lots of experiment results， several theoretical explanations for UWP effect have been proposed， such as cue-utilization model， retrieval-fluency hypothesis， and anchoring-and-adjustment account. But， Koriat et al (2006) found these results did not point to a single mechanism that could account for the occurrence of the UWP effect， which suggesting that this effect might be multiply determined. Thus， they proposed a mnemonic debiasing account. The limitations of the precious studies and the suggestions for future research are put forward.