反馈干预对学习判断的影响

将反馈干预作为外部线索引入元记忆研究,采用重复学习任务,在第一轮次学习-测验之后插入反馈干预,用两个实验分别考查任务反馈和能力反馈两种形式下的反馈效价对第二轮次即时学习判断的影响.结果表明：①在学习过程中,学习者会进行自我监测;②在任务反馈形式下,反馈信息与自我监测信息冲突,导致反馈干预对元认知监测和认知过程没有影响;③在能力反馈形式下,反馈信息与自我监测信息的冲突消失,结果消极反馈影响了元认知监测.由此得出结论：只有在不与自我监测信息冲突的情况下,反馈干预才对学习判断产生影响.此外,在有反馈干预的情况下,两个实验中都出现了显著的练习伴随低估效应.

Effects of Feedback Intervention on Judgment of Learning

Judgments of learning are assessments about how well people learn particular information. In this stud- y, two experiments were conducted with 90 students from the university as subjects. Experiments 1 and 2 were both based on a 3 （feedback intervention types ： positive feedback, negative feedback, or no feedback） x 2 （ study trial： first or second） mixed design. The results showed that in the study process, the learners would make self - monitoring. Given the task feedback, the information between feedback and self-monitoring produced conflict, and hence feed- back intervention had no impact on the metacognitive monitoring processes. However, while given compe- tence feedback, the conflict between feedback infor- mation and self- monitoring information was avoi- ded, and the negative feedback affected metacogni- tive monitoring. It can be concluded that feedback intervention can influence the judgment of learning only in the case of the self- monitoring information. Moreover, with feedback intervention, there occurs significant underconfidence with practice effect.