提高元認(rèn)知的準(zhǔn)確性：提取練習(xí)項(xiàng)目失敗如何降低過(guò)度自信ppt課件

1、Improving metacognitive accuracy: How failing to retrieve practice items reduces overconfidence提高元認(rèn)知的準(zhǔn)確性：提取練習(xí)工程失敗如何降低過(guò)度自信Authors：Tyler M. Miller & Lisa GeraciSource ：Consciousness and CognitionI F：2.235abstractPeople often exhibit inaccurate metacognitive monitoring. For example, overconfidence occu

2、rs when people judge that they will remember more information on a future test then they actually do.人們經(jīng)常表現(xiàn)出錯(cuò)誤的元認(rèn)知監(jiān)測(cè)。以為在未來(lái)的測(cè)試上，他們會(huì)記住更多的信息即比實(shí)踐記住的要多，那么過(guò)度自信就出現(xiàn)了。The present experiments examined whether a small number of retrieval practice opportunities would improve participants metacognitive accuracy

3、by reducing overconfidence. 當(dāng)前的實(shí)驗(yàn)研討少數(shù)提取練習(xí)時(shí)機(jī)能否會(huì)經(jīng)過(guò)降低過(guò)度自信提高被試元認(rèn)知的準(zhǔn)確性。1. IntroductionThe term metacognition refers to a persons knowledge about the quality and accuracy of their own cognition. Flavell(1979) formalized the term and investigated the phenomena from a developmental perspective.元認(rèn)知指一個(gè)人知識(shí)的質(zhì)量和

4、認(rèn)知本身的準(zhǔn)確性。Flavell(1979)正式提出這個(gè)術(shù)語(yǔ)，并從開(kāi)展的角度研討了這種景象。Studies today show a similar pattern for college-aged participants. They predict that they will earn a much better score on a given test than they actually do (for one example see Hacker, Bol, Horgan, & Rakow, 2000). People are also overconfident in othe

5、r abilities, including their driving ability (Knouse, Bagwell, Barkley, & Murphy, 2005).Ability to complete projects before deadlines (Buehler, Griffin, & Ross, 1994).More accurate metacognition is associated with better academic performance (Everson & Tobias,1998) and memory performance (Thiede et

6、al., 2003, 2005). Other studies have confirmed the link between accurate metacognition and improved performance (e.g., Nelson, Dunlosky, Graf, & Narens, 1994).準(zhǔn)確的元認(rèn)知在教育環(huán)境中尤其有利，更準(zhǔn)確的元認(rèn)知和更好的學(xué)業(yè)成果(Everson & Tobias,1998)和記憶成果(Thiede et al., 2003, 2005)相關(guān)。其他的研討也證明準(zhǔn)確的元認(rèn)知和成果的提高之間有關(guān)聯(lián)(e.g., Nelson, Dunlosky, G

7、raf, & Narens, 1994)。Metacognitive ability is highly resistant to change.The present study examined a different method for improving metacognitive accuracy. Here, we examined whether practice retrieving a single test item (Experiments 1 and 2) or more test items (Experiment 3) could lead to more acc

8、urate metacognitive monitoring.元認(rèn)知才干很難被改動(dòng)。當(dāng)前的研討以一種不同的方法來(lái)提高元認(rèn)知的準(zhǔn)確性。作者調(diào)查了能否提取練習(xí)一個(gè)測(cè)試工程實(shí)驗(yàn)1和實(shí)驗(yàn)2或更多的測(cè)試工程實(shí)驗(yàn)3能導(dǎo)致更準(zhǔn)確的元認(rèn)知監(jiān)測(cè)。1.1. The effects of testing on metacognition Memory advantages of taking a practice test versus restudying material prior to taking a final memory test (for reviews see Dunlosky, Rawson,

9、 Marsh, Nathan, & Willingham, 2021;Roediger,Putnam, & Smith, 2021Testing produces better organization of knowledge (Zaromb & Roediger, 2021) Reduces proactive interference (Szpunar, McDermott, & Roediger,2021).Relationship between testing and metacognition?One, are people aware of the benefits of te

10、sting ? Answer is mixed.Two, does testing improve metacognition?Have little effect on metacognition accuracy (Karpicke & Roediger,2021)主要緣由是強(qiáng)調(diào)測(cè)試對(duì)隨后測(cè)試成果的影響而沒(méi)有關(guān)注元認(rèn)知，另一個(gè)是短少對(duì)照組。1.2. The present experimentsThe present experiments were designed to directly examine whether practice retrieving items can lea

11、d to more accurate metacognitive monitoring. 當(dāng)前的實(shí)驗(yàn)直接調(diào)查提取練習(xí)工程能否能導(dǎo)致更準(zhǔn)確的元認(rèn)知監(jiān)測(cè)。we examined whether retrieval practice with a single item (Experiment 1) would improve subsequent performance predictions. 實(shí)驗(yàn)1調(diào)查提取練習(xí)單個(gè)工程能否會(huì)提高隨后的預(yù)測(cè)成果。We also examined the role of failure (vs. success) in retrieving a single pr

12、actice item on subsequent judgments (Experiment 2) and how much failure is needed to improve the accuracy of participants predictions (Experiment 3).實(shí)驗(yàn)2調(diào)查提取單個(gè)工程失敗或勝利對(duì)后來(lái)判別的作用，實(shí)驗(yàn)3調(diào)查失敗多少次才干提高被試預(yù)測(cè)的準(zhǔn)確性。In each of the three experiments, participants were asked to make global performance predictions before

13、 and after engaging in retrieval practice or no retrieval practice.每個(gè)實(shí)驗(yàn)中，在被試提取練習(xí)之前或提取練習(xí)之后或沒(méi)有提取中都對(duì)總成果進(jìn)展預(yù)測(cè)。2. Experiment 12.1. Method and materials2.1.1. ParticipantsEighty young adults (53% male) between the ages of 18 and 21 (M = 19.11, SE = .09) participated in the experiment in return for partial

14、course credit. Participants were undergraduate students with 1216 years of education (M = 13.14, SE = .10). Across conditions, participants did not differ in average age or education (Fs 1.5).2.1.2. DesignExperiment 1 used a 2 Condition (Retrieval Practice and No Retrieval Practice Control) 2 Perfor

15、mance Prediction (Original and Adjusted) mixed randomized repeated model study design. they made two performance predictions. The dependent variable of interest was the accuracy of each performance prediction. 2條件:提取練習(xí)，非提取練習(xí)控制組 2成果預(yù)測(cè)：原始的，調(diào)整的混合實(shí)驗(yàn)設(shè)計(jì)。因變量為成果預(yù)測(cè)的準(zhǔn)確性預(yù)測(cè)成果-回想成果/40。2.1.3. Materials and proced

16、ureWe used a subset of 40 LithuanianEnglish paired associates from norming data provided by Grimaldi, Pyc, and Rawson (2021). Items were chosen based on the probability they were recalled on the memory test during trial one in Grimaldi et al. (2021). The average probability of recall on trial one wa

17、s .23, but items from the entire range were selected (.04.49 probability of recall).根據(jù)記憶測(cè)試中回想的能夠性選擇了40個(gè)取自Grimaldi et al. (2021). 的立陶宛語(yǔ)英語(yǔ)的配對(duì)聯(lián)想詞對(duì)，每個(gè)工程回想正確的能夠性為0.23，范圍為0.040.49。ABfinal recall test.predictionadjusted prediction“sesuo _demographic questionnaire2.2. Experiment 1 results2.2.1. Metacognitiv

18、e accuracy analysis 兩種條件在原始預(yù)測(cè)和調(diào)整預(yù)測(cè)條件下都出現(xiàn)了過(guò)度自信。提取練習(xí)條件沒(méi)有顯著的影響這些預(yù)測(cè)。反復(fù)丈量方差分析結(jié)果闡明預(yù)測(cè)成果的主效應(yīng)不顯著， F(1,78) = 1.17, MSE = 0.01,p = .28, 2 p = .02 ；條件的主效應(yīng)也不顯著，F(xiàn)(1,78) = 0.39, MSE = 0.02, p = .53, 2 p = .01.交互作用也不顯著F(1,78) = 0.94, MSE = 0.01, p = .34, 2 p = .01。 2.2.2. Supplementary analysisParticipants in the R

19、etrieval Practice condition recalled the English equivalent of the Lithuanian cue sesuo at a rate higher than was expected based on the previous literature (Grimaldi et al., 2021). That is, 70% of the participants recalled the English equivalent sister. We completed a supplementary analysis to deter

20、mine the influence of retrieval practice success or failure on adjusted performance predictions.提取練習(xí)組回想“sesuo 對(duì)應(yīng)詞“sister的能夠性為70%,高于原文獻(xiàn)中的50%(Grimaldi et al., 2021)。分析提取練習(xí)的勝利或失敗對(duì)調(diào)整預(yù)測(cè)成果的影響。We split the data for the Retrieval Practice condition into two groups: a group that correctly recalled the Englis

21、h equivalent Participants who correctly recalled the practice item did not change their performance predictions (M = .30, SE = .03 to M = .31,SE = .04) and their memory performance was M = .28 (SE = .03).a second group that did not recall the English equivalent.participants who failed to retrieve th

22、e practice item decreased their performance predictions (M = .30, SE = .05 to M = .19, SE = .03; F(1,38) = 13.90, MSE = 0.01, p = .001, 2 p = .27)，M = .21, SE = .04 . In terms of metacognitive monitoring accuracy, retrieval practice failure affected participants monitoring accuracy, whereas retrieva

23、l practice success did not. In particular, retrieval failure prior to the final memory test allowed participants to adjust their predictions. That is, after retrieval failure, participants reduced their predictions and became less overconfident. In Experiment 2, we directly manipulated retrieval suc

24、cess and failure to examine their effects on metacognitive monitoring accuracy. 提取練習(xí)失敗影響了被試記憶監(jiān)測(cè)的準(zhǔn)確性，而提取勝利不影響。最后測(cè)試之前的提取失敗讓被試調(diào)整了他們的預(yù)測(cè)，也就是說(shuō)提取失敗之后，被試降低了預(yù)測(cè)，不再過(guò)分自信。 實(shí)驗(yàn)2直接支配了提取的勝利與失敗，來(lái)調(diào)查元認(rèn)知監(jiān)測(cè)準(zhǔn)確性的影響。3. Experiment 2More participants would fail to retrieve the difficult practice item than the easy practice it

25、em .Retrieval practice failure is more beneficial for metacognitive accuracy than retrieval practice success.Hypothesis:3. Experiment 23.1. Method and materials3.1.1. ParticipantsNinety younger adults (52% male) between the ages of 18 and 29 (M = 19.74, SE = .21) participated in return for partial c

26、ourse credit. Participants were undergraduate students with between 12 and 16 years of education (M = 13.74, SE = .11).Across conditions, participants did not differ in average age or education (Fs 1.5).3.1.2. DesignExperiment 2 used a 2 Condition (Easy Retrieval Practice and Difficult Retrieval Pra

27、ctice) 2 Performance Prediction (Original and Adjusted) mixed randomized repeated model. Participants were randomly assigned to either the Easy (n = 45) or the Difficult retrieval practice condition (n = 45) and made two performance predictions. 3.1.3. Materials and procedureWe used the same 40 Lith

28、uanianEnglish paired associates as Experiment 1 from Grimaldi et al. (2021).Easy Retrieval Practice condition : recall the English equivalent of sesuo (sister)(50%).不通知被試他們是在容易提取條件下還是困難提取條件下，程序和實(shí)驗(yàn)1大致類(lèi)似。Difficult Retrieval Practice condition : recall the English equivalent of muilas (soap)(4%).圖1 實(shí)驗(yàn)1

29、和實(shí)驗(yàn)2中被試在初始預(yù)測(cè)和調(diào)整預(yù)測(cè)中總的百分比。虛線為每種條件下的平均回想成果。 But results from experiment 2 do not explain why retrieval practice failure is better for metacognitive accuracy than retrieval success. Practice items must be diagnostic of the final memory test (i.e., the diagnosticity assumption; Dunlosky, Rawson, & McDona

30、ld, 2002).提取練習(xí)失敗提高了元認(rèn)知的準(zhǔn)確性。單個(gè)的提取練習(xí)工程失敗對(duì)元認(rèn)知的準(zhǔn)確性也是有益的。練習(xí)工程能夠是最后記憶測(cè)試的診斷診斷假設(shè)。 Retrieval failure improved metacognitive accuracy. A single instance of retrieval practice failure was beneficial for metacognitive accuracy.One could infer that the difficult retrieval practice item was diagnostic of the memo

31、ry test; therefore participants had practice with a test item that was representative, or diagnostic, of the final test. Thus, the difficult test condition benefitted participants metacognitive accuracy.一種能夠的推斷是困難提取練習(xí)工程是記憶測(cè)試的診斷，因此被試用一個(gè)典型的診斷性的練習(xí)工程來(lái)測(cè)試。4. Experiment 34.1. Method and materials實(shí)驗(yàn)1和2的結(jié)果闡明

32、，提取練習(xí)失敗對(duì)提高元認(rèn)知的準(zhǔn)確性比提取勝利有更大的益處。預(yù)測(cè)1，較高的提取失敗的數(shù)量對(duì)元認(rèn)知準(zhǔn)確性的提高比較低的更有益。預(yù)測(cè)2，過(guò)多的提取失敗將會(huì)使被試過(guò)度降低預(yù)測(cè)成果，導(dǎo)致自信心缺乏的元認(rèn)知錯(cuò)誤。預(yù)測(cè)3，根據(jù)診斷假設(shè)實(shí)際 diagnosticity assumption (Dunlosky et al., 2002)，人們不太關(guān)懷提取勝利或失敗的總體數(shù)目，而關(guān)懷提取練習(xí)測(cè)試上的成果和最后測(cè)試成果的類(lèi)似性。練習(xí)工程的成果和最后測(cè)試成果越相近就代表被試的元認(rèn)知準(zhǔn)確性越好。實(shí)驗(yàn)3就是梳理這些潛在的假設(shè)，為什么提取失敗提高元認(rèn)知的準(zhǔn)確性。Two hundred and seventy-four y

33、ounger adults (26% male) between the ages of 17 and 28 (M = 18.85, SE = .10) participated in return for partial course credit. Participants were undergraduate students with between 12 and 16 years of education (M = 12.50, SE = .05). Participants did not differ in average age or education across cond

34、itions (Fs 1.0).4.1.1. Participants4.1.2. Design Experiment 3 used a 4 Condition (No Retrieval Practice Control, Easy Retrieval Practice, Medium Retrieval Practice, Difficult Retrieval Practice Difficult) 2 Performance Prediction (Original and Adjusted) mixed randomized repeated model. Participants

35、were randomly assigned to either the No Retrieval Practice Control (n = 68), Easy (n = 69), Medium (n = 70), or difficult retrieval practice (n = 67) and made two performance predictions. 4.1.3. Materials and procedure The materials and procedure were nearly identical to the previous experiments wit

36、h the key exceptions being that participants in the retrieval practice conditions attempted to recall four practice items, rather than one practice item (as was the case in Experiments 1 and 2). The four items were all easy items, all difficult items, or a combination of easy and difficulty items to

37、 make up the medium difficulty condition according to norms reported in Grimaldi et al. (2021). 4.2. Experiment 3 results4.2.1. Metacognitive accuracy analysisFirst, retrieval practice performance depended on the condition easy, medium, or difficult (F(3,270) = 124.13,MSE = 0.04, p .001, 2 p = .58).

38、 Participants in the Easy Retrieval practice condition had the most retrieval practice success (M = 0.62) followed by participants in the Medium Retrieval Practice condition (M = 0.41), and finally, participants in the Difficult Retrieval Practice had the least amount of success (M = 0.13). 圖2 實(shí)驗(yàn)3中被試在初