学生提取自信度判断准确性的发展

心理发展与教育 ›› 2005, Vol. 21 ›› Issue (2): 36-41.

学生提取自信度判断准确性的发展

唐卫海¹, 刘希平^1,2, 方格²

1. 天津师范大学教育科学学院, 天津, 300073;
2. 中国科学院心理研究所心理健康重点实验室, 北京, 100101

出版日期:2005-04-15 发布日期:2005-04-15
作者简介:唐卫海(1963- ),男,天津师范大学教育科学学院副教授.
基金资助:
中国科学院知识创新工程重要方向项目(KSCXZ-SW-221);天津市教育科学"十五"规划课题(PE081)的部分工作.

An Experimental Study of The Development of Accuracy of “Judgment of Confidence”

TANG Wei-hai¹, LIU Xi-ping^1,2, FANG Ge²

School of Education, Tianjin Normal University, Tianjin 300073

Online:2005-04-15 Published:2005-04-15

摘要/Abstract

摘要： 采用3×3×2(年龄,材料,性别)三因素混合实验设计,按照学习成绩好、中、差分层随机选取小二、初二、大二学生被试各18名,其中男女各半,利用不同难度的材料,对被试提取自信度准确性的发展进行了考察。被试的判断等级与被试的记忆成绩之间的两点距随年龄而变化。而这种变化在不同难度间有不同的表现。(1)提取自信度准确性从小二到初二发展迅速,表现出显著差异;初二到大二阶段年龄差异不显著。材料难度对不同年级的被试提取自信度判断准确性的影响不同。材料难度越小,提取自信度准确性发展得越早。(2)提取自信度准确性发展的性别差异不显著。

关键词: 记忆监测, 提取自信度, 准确性

Abstract: The current research adopted 3×3×2(age,material,sex)mixed factor design,chose 54 subjects(18 from Grade Two of Elementary School,18 from Grade Two of J unior High School,and Grade Two of College) according to their school achievements(excellent,average,poor),half male,used three different difficulties of material,and tested all the subjects'JOC.The results are as follows(1)there is a rapid enhancing of accuracy of JOC between grade two of elementary school and grade two of junior high middle school,but not between grade two of junior high middle school and grade two of college.There is a better accuracy of JOC with the easier material. (2)there is no difference of accuracy of JOC between the subjects with different genders.It is condued that the The distance between rating of JOC and memory performance is changed with ages and difficulties.

Key words: memory monitoring, confidence of retrieving, accuracy

中图分类号:

B844.2

唐卫海, 刘希平, 方格. 学生提取自信度判断准确性的发展[J]. 心理发展与教育, 2005, 21(2): 36-41.

TANG Wei-hai, LIU Xi-ping, FANG Ge. An Experimental Study of The Development of Accuracy of “Judgment of Confidence”[J]. Psychological Development and Education, 2005, 21(2): 36-41.

参考文献

[1] Mazzoni G, Nelson T O. Metacognition and Cognitive Neuropsychology Monitoring and Control Processes. 1998:1-22.
[2] 韩凯.元记忆研究的理论框架.心理学动态,1999,1:85-87.
[3] Schneider W. and Pressly M. Memory Development Between 2and 20. 1989:97-112.
[4] 刘希平.任务难度预见能力发展的实验研究.心理发展与教育,1998,4:17-21.
[5] 刘希平,唐卫海.回忆准备就绪的判断的发展.心理学报,2002,1:56-60.
[6] Johnson D M. Confidence and speed in two-category judgment. Archives of Psychology Columbia University, 1939,241: 52.
[7] Cabeza1 R. Kato T. Features Are Also Important: Contributions of Featural and Configural Processing to Face Recognition, Psychological Science, 2000, vol. 11, 5: 429-433(5).
[8] Solso R L, Raynis S A. Transfer of prototypes based on visual,tactual, and kinesthetic exemplars. Am J Psychol. 1982, 95(1): 13-29.
[9] Solso R L, Raynis S A. Prototype formation from imaged,kinesthetically, and visually presented geometric figures. J Exp Psychol Hum Percept Perform. 1979, 5(4):701-12.
[10] Haughnessy J J. Confidence judgment accuracy as a predictor of test performance. Journal of Research in Personality, 1979, 13(4): 505-514.
[11] Thompson J L W. Furmy you should ask, what is the effect of humor on memory and metamemory? Dissertation Abstracts International:Section B: The Sciences and Engineering, 2001 Mar; Vol 61 (8-B):4442.
[12] Schneider W, Borkowski J G, Kurtz B E. etc. Metamemory and motivation: A comparison of strategy use and performance in German and American children. Journal of Cross-Cultural Psychology, 1986, 17,315-336.
[13] Weinert F E, Schneider W. Individual development from 3 to 12: Findings from the Munich longitudinal study. Cambridge: Cambridge Univ. Press, 1999.
[14] Mazzoni G, Nelson T O. Judgements of learning are affected by the kind of encoding in ways that cannot be attributed to the level of recall. Journal of Experimental Psychology: Learning, Memory, &Cognition, 1995,21 (5): 1263-1274.
[15] Schreiber T A. Effects of target set size on feelings of knowing and cued recall: Implications for the cue effectiveness and partial-retrieval hypotheses. Memory & cognition, 1998,26(3):553-571.
[16] Shimamura A P, Squire L R. Long-term memory in amnesia:Cued recall, recognition memory, and confidence ratings. Journal of Experimental Psychology. Learning, Memory, & Cognition, 1988, 14:763-770.
[17] Weaver Ⅲ C A, Bryant D S. Monitoring of comprehension:The role of difficulty in memtamemory for narrative and expository text.Memory & Cognition, 1995,23(1): 12-22.
[18] Dufresne A, Kobasigawa A. Developmental difference in children's spontaneous allocation of study time. The Journal of Genetic Psychology, 1988,149: 87-92.
[19] 刘希平.回溯性监测判断与预见性监测判断发展的比较研究.心理学报,2001,2:137-141.
[20] Dufresne A, Kobasigawa A. Children's spontaneous allocation of study time: Differential and sufficient aspects. Journal of Experimental Child Psychology, 1989,47:274-296.
[21] Kobasigawa A, Metcalf-Haggert A. Spontaneous allocation of study time by first-and third-grade children in a simple memory task.Journal of Genetic Psychology, 1993 Jun; Vol 154(2): 223-235.
[22] Mazzoni G, Cornoldi C, Tomat L. etc. Remembering the grocery shopping list: A study on metacognitive biases. Applied Cognitive Psychology, 1997,11:253-267.

多维度评价

Viewed

Full text

Abstract

Cited

Shared

Discussed