记忆监测研究综述

1 前言 对元记忆的研究开展了近40年。国内陆续有人介绍了元记忆的理论框架,元记忆与客体记忆的关系等。近年来,国际心理学届对程序性元记忆的研究更加关注,特别是对记忆监测的研究,积累了大量的数据,同时也发现了众多需要进一步解决的问题,这无疑对推动元记忆研究的开展具有重要意义。     

儿童程序性元记忆的发展

元记忆包括陈述性元记忆和程序性元记忆。程序性元记忆是对记忆过程的监测和控制。本文从发展的角度对程序性元记忆新近的研究进展进行了回顾。(1)几种记忆监测的发展速度和趋势不尽相同。(2)记忆控制发展较晚。(3)对今后的研究趋势进行了预测。     

青少年元记忆能力发展的认知研究

元记忆是个体所具有的与自己的记忆活动有关的信念及监控系统 ,其发展研究包括元记忆知识的习得与发展、元记忆监控能力的发展等。 2 0年来的研究表明 :青少年元记忆能力的发展具有年龄阶段性和关键期 ,年龄和教育训练是其两个重要影响因素。但该领域研究还存在理论概括性不高、被试代表性不强和比较缺乏多因素实验研究等问题。其未来的研究中宜采用多因素实验设计 ,不断提高研究的系统性和生态学效度     

学习困难儿童的元记忆监测与控制特点

以有无意义联系的两种中文词对为材料,采用2×3×2混合实验设计,对小学三到五年级学习困难儿童的元记忆监测、控制水平与学优儿童之间的差异及其发展特点进行研究。结果表明：1．学习困难儿童在三种元记忆监测判断等级上均显著低于学优儿童。2．学习困难儿童具有元记忆控制能力,但其控制水平相对低于学优儿童。3．学习困难儿童的元记忆监测判断和学习时间分配之间存在交互影响。4．学习困难儿童的元记忆监测和控制水平存在较为复杂的发展特点。据此得出结论认为,学习困难儿童的元记忆监测与控制能力都比学优儿童差,同时也表现出一定的发展趋势。     

15-17岁少年元记忆实验研究

本实验以自编测试材料对15—17岁少年进行元记忆实验研究。结果表明:反映元记忆能力的记忆策略与记忆监控有中度相关。元记忆能力与回忆量有高度相关。元记忆能力、回忆量与记忆时间呈中度负相关。元记忆能力的发展水平主要受教育因素的影响。推理能力、材料的难度也影响元记忆能力。另外,本实验还尝试将其它一些评价方法用于元记忆研究中。     

元记忆监测研究的横向比较

元记忆监测在记忆活动中发挥重要作用。元记忆自FOK研究开始,到理论框架的提出,各种理论逐渐发展成熟。文章从元记忆监测总过程的视角对近年来EOL、FOK、JOL、JOC等元记忆监测成分的研究范式、认知机制及神经机制进行了横向比较,概述了元记忆监测研究的进展及动态。     

元记忆监测与人格特征相互关系的实验研究

运用ＲＪＲ标准程序,考察了元记忆监测与两种人格维度（内外向以及情绪性）的关系,结果表明：元记忆监测水平受到了人格自身优势倾向性及其行为定向性的影响,人格的内外向特点和情绪稳定性特点直接制约着元记忆监测的准确性和稳定性。据此认为元记忆能力的度量和开发,应充分考虑人格因素的影响。     

上下文熟悉效应对元记忆监测和记忆的影响

在认知任务中,伴随编码和检索的外围信息被称为上下文,其本身并不是编码或检索的目标。如果学习时的上下文在其后进行提取时重复出现,不管是否对应之前的学习项目,都会增加个体再认正确的概率。这种由于上下文增强项目熟悉感而促进记忆效果的现象就称为上下文熟悉效应。本研究通过两个实验探究上下文熟悉效应对元记忆监测及记忆的影响机制。其中,元记忆监测是以学习判断和信心判断为指标。记忆成绩则是以再认正确率为指标。研究结果显示:第一,上下文熟悉效应影响元记忆监测:学习判断等级上,恢复条件显著高于新条件,且不受任务难度影响; 信心判断等级上,简单任务时恢复条件与新条件无显著差异,困难任务时恢复条件显著高于新条件。第二,上下文熟悉效应影响记忆成绩:再认成绩上,简单任务时新条件显著高于恢复条件; 困难任务时恢复条件显著高于新条件。研究得出结论:上下文熟悉效应对元记忆监测和记忆都有显著影响,任务难度起调节作用。     

客体记忆能力与元记忆能力发展的比较

采用2×3×2混合设计,以任务难度预见(EOL)和提取自信度判断(JOC)等级和记忆成绩及两者间的相关为指标,探讨老年人和青年人客体记忆能力的发展与元记忆能力的发展之间的差异.研究结果:(1)记忆能力随龄老化.元记忆能力随龄不变.(2)提取方式影响记忆成绩和EOL准确性,不影响JOC准确性.(3)记忆监测种类对记忆监测准确性有影响.     

元记忆监控与记忆成绩关系的研究综述

无记忆监控和记忆成绩的关系是心理学家和教育学家共同关心的问题。元记忆监控包括元水平的监测（ｍｏｎｉｔｏｒｉｎｇ）和元水平的控制（ｃｏｎｔｒｏｌ）两个方面。“监测”是指人对自身记忆的认知和评价,在记忆的不同阶段有不同的表现形式,如ＥＯＬ（ｅａｓｙｏｆｌｅａｒｎｉｎｇ）,ＪＯＬ（ｊｕｄｇｅｍｅｎｔ　ｏｆｌｅａｒｎｉｎｇ）,ＦＯＫ（ｆｅｅｌｉｎｇｏｆｋｎｏｗｉｎｇ）,ＣＬ（ｃｏｎｆｉｄｅｎｃｅｌｅｖｅｌｉｎｒｅｔｒｉｅｖｅｄａｎｓｗｅｒ）等等;“控制”是指元水平对客体水平记忆加工过程的启动、终止,记忆…     

Confidence in memory and other cognitive processes in obsessive-compulsive disorder

Previous studies have implicated beliefs about one's memory (i.e., meta-memory), in maintaining the symptoms of obsessive–compulsive disorder (OCD), particularly with respect to checking rituals. However, most research has focused on task- or situation-specific perceptions about memory performance. Expanding on this research, we undertook two studies with analogue and clinical cohorts to examine the relationship between general ‘trait’ beliefs about memory and related processes and OCD symptoms. Trait meta-memory as measured in the current study was conceptualised as a multi-dimensional construct encompassing a range of beliefs about memory and related processes including confidence in one's general memory abilities, decision-making abilities, concentration and attention, as well as perfectionistic standards regarding one's memory. Meta-memory factors were associated with OCD symptoms, predicting OCD symptoms over-and-above mood and other OCD-relevant cognitions. Meta-memory factors were found to be particularly relevant to checking symptoms. Implications for theory and research are discussed.     

Dissociation and memory fragmentation: experimental effects on meta-memory but not on actual memory performance

The relation between state dissociation and fragmentary memory was investigated by assessing both actual memory performance and meta-memory. From a sample of 330 normal subjects, two subsamples were selected on basis of trait dissociation, as measured by the Dissociative Experience Scale. Twenty subjects scoring above 30 and 20 subjects scoring below 10 were selected. Subjects watched an extremely aversive film, after which state dissociation was measured by the Peri-traumatic Dissociative Experience Scale. Four hours later memory fragmentation was assessed in two ways. Actual fragmentation was measured by a sequential memory task, and perceived fragmentation (meta-memory) was measured using a visual analogue scale. Subjects who tended to dissociate during the film judged their recollections of the film as more fragmentary. Although this finding is in line with clinical reports given by trauma victims, it was not sustained by objective evidence. That is, no effect was observed of state dissociation on the sequential memory task. The present findings suggest that the claim that dissociation induces memory fragmentation may have to be confined to meta-memory. Implications of this divergence between actual memory and meta-memory are discussed.     

How do we judge our confidence? Differential effects of meta-memory feedback on eyewitness accuracy and confidence

According to the cue–belief model, we assess confidence in our memories using self-credibility cues that reflect beliefs about our memory faculties. We tested the influence of meta-memory feedback on self-credibility cues in the context of eyewitness testimony, when feedback was provided prior to “testifying” via a memory questionnaire (Experiment 1) and after an initial memory questionnaire but before participants had to retake it (Experiment 2). Participants received feedback (good score, bad score, or none) on a fictitious scale purported to predict eyewitness memory ability. Those given good score feedback before testifying were more confident (but no more accurate) than those given bad score feedback. Feedback also affected confidence (good increased and bad decreased) and accuracy (good increased) after testifying but only on leading questions. These differential effects of meta-memory feedback on confidence for normal and leading questions are not explained by the cue–belief model. Implications for our confidence judgments are discussed.     

心理负荷对元记忆监测准确性及偏差的影响

以汉字再认任务为载体, 采用两因素被试内设计, 考察任务所导致的心理负荷水平, 以及学习判断(JOL)和信心判断(JOC)两种监测方式, 对元记忆监测效果的影响。对监测效果的衡量分别使用了相对准确性, 绝对准确性, 以及判断偏差三种指标。结果发现, 个体在任务过程中的心理负荷水平会影响其对任务解决过程的监测准确性:心理负荷水平越高, 元记忆监测的准确性越低。心理负荷水平还会影响元记忆监测的判断偏差:心理负荷处于中等偏低水平时, 监测不容易出现偏差;心理负荷处于中等偏高水平时, 个体表现出过高自信;但当心理负荷达到较高水平后, 判断偏差消失;随着心理负荷水平继续增大, 个体又表现出过低自信。     

Voices Unheard: The Psychology of Consumption in Poverty and Development

Many facets of contemporary global problems posed by poverty pertain to the deprivation of consumption capability and are within the consumer psychologist's expertise domain. This article (based on my 2004 Presidential Address to the Society for Consumer Psychology [SCP]) outlines how consumer psychology research can contribute an understanding of the cognitive, motivational, and sociocultural dimensions of poverty, and how poverty depletes and alters the human need and capacity to consume. Consumer psychology research can also help suggest the nature and function of material and psychological interventions that can help ameliorate these conditions, focusing their design and monitoring their effects. These are important research priorities for consumer psychologists and deserve more and sustained attention from our community. Apart from garnering voice in policy conversations in government, industry, and academe, such research eventually will enhance our field's substantive contribution to improving the contemporary human condition.     

Personality and developmental psychology

Research on personality and developmental psychology in Scandinavia in the seventies is presented according to what are considered important and significant research interests. Such interests are defined primarily from the viewpoint of general trends in society, e.g. research on infancy and preschool children and research on old age. Other interests are defined from an almost purely theoretical viewpoint. This applies to research from an interactional perspective. Future research in this branch of psychology seems to place priority on a methodological approach based upon external validity and the use of multidimensional models. As to the theoretical frame of reference, future research points to conceptualizations of the influence of society on structure, process and development of personality.     

The Educational Psychology of Self-Regulation: A Conceptual and Critical Analysis

The multiplicity of definitions and conceptions of self-regulation that typifies contemporary research on self-regulation in psychology and educational psychology is examined. This examination is followed by critical analyses of theory and research in educational psychology that reveal not only conceptual confusions, but misunderstandings of conceptual versus empirical issues, individualistic biases to the detriment of an adequate consideration of social and cultural contexts, and a tendency to reify psychological states and processes as ontologically foundational to self-regulation. The essay concludes with a consideration of educational research and intervention in the area of students’ self-regulated learning in terms of the scientific and professional interests of psychologists and educators, and the disguised manipulation of student self-surveillance in the service of the institutional mandates of schools.     

Lashley's shift from bacteriology to neuropsychology, 1910-1917, and the influence of Jennings, Watson, and Franz

From 1910 to 1917, Karl S. Lashley's research moved from bacteriology to neuropsychology through intermediate stages of zoology, comparative psychology, and the psychology of learning. This shift is examined with particular reference to Lashley's associations with John B. Watson, Shepherd I. Franz, and Herbert S. Jennings. Watson's impact was substantial, for he attracted Lashley to comparative psychology and was the source of many of his later research interests. The bridge to neuropsychological research was provided by Franz who trained Lashley in the lesion method of investigating the brain bases of learning. The influence of Jennings, Lashley's Ph.D. supervisor, was most evident in the divergence of the post-1915 interests of Lashley and Watson. Lashley's search for brain mechanisms of learning, as contrasted with Watson's concern with behavioral prediction and control, mirrored a similar earlier difference between Jennings and Jacques Loeb.     

Between Imposing One’s Will and Protecting Oneself. Narcissism and the Meaning of Life among Dutch Pastors

In contemporary culture, narcissism is an important and common personality trait. This trait is very significant for the meaning people experience in their lives. This article deals with an inquiry into the relationship between narcissism and the meaning of life among pastors. Narcissism is further specified into several dimensions (centripetal narcissism, centrifugal narcissism, isolation and self-satisfaction) and the significance of these dimensions is examined for two central dimensions of the attribution of meaning (frame of reference and fulfilment). The article discusses the significance of the relationship between narcissism and meaning for the professional performance of pastors. Hessel J. Zondag is lecturer in the psychology of religion at the Theologische Faculteit Tilburg in the Netherlands. His teachings and research interests are psychology of religion, cultural psychology, and pastoral psychology. Currently he conducts research to the functions of narcissism in contemporary culture, especially the effects of narcissism on functioning of pastors. Recent publications have appeared in Pastoral Psychology, Journal of Psychology & Theology, and Review of Religious Research.