Context Effects Of Processing Instructions And Item Values On Word Pair Learing And Its Metacognitive Monitioring Effects

Contextual information appears in all aspects of our lives and functions by dealing with multiple associations between human and object objects.Context effect means that contextual information will facilitate memory retrieval when the context at the time of encoding and the context at the time of retrieval are the same or similar.However,the stability of the context effect is influenced by factors such as the type of context and contextual content,which has been supported by a large body of research in the cognitive domain.Current research focuses on higher-level cognitive processing,metacognition,and further explores context effects in the metacognitive domain.In this study,pictures of natural scenes were used as contextual information and word pairs were used as target information to investigate the question of whether contextual information can serve as a cue for metacognitive judgments and thus influence the effect of metacognitive monitoring and the internal mechanism of context effects.This study consisted of three experiments.The process of the influence of different context types on learning judgments in word pair learning was examined in Experiment 1.The experiment used a 2(word pair type: concrete,abstract)× 4(context type: repetition,re-match,novel,none)within-subjects design.The results showed that context effects emerged in the learning of different types of word pairs,and the effects were more significant in abstract word pairs.In abstract word pairs,the recall scores of the repetition and re-match contexts were significantly higher than those of the novel contexts,but only a context effect of "familiarity" in concrete words.Experiment 2 focused on the effect of coding instructions on learning judgments in different context types.The experiment used a 2(between-subjects:processing coding: yes,no)× 3(context type: repetition,re-match,novel)mixed design.The results showed that the processing instructions could integrate contextual and item information to some degree,but the integration effect was influenced by the association between the two.Specifically,in the contextual condition with processing instructions,the learning judgments in the repetition and re-match contexts were significantly higher than those in the novel context,and the repetition context was significantly higher than the re-match context,but the difference in recall performance between the repetition and re-match contexts was not statistically significant.Experiment 3 further explored the effect of integration of contextual and item information by using value cues on the basis of Experiment 2.A 3(item value: high,medium,low)× 3(context type: repetition,re-match,novel)within-subject design was used.The results showed that item value can serve as a dominant cue to integrate contextual and item information and promote context effect.This was demonstrated by higher recall scores with higher item values and more significant context effects,with the same trend appearing in learning judgments.The main findings of the study were as follows.(1)The same context effects on learning judgments and context effects on recall were present for learning word pairs in natural scene pictures,and they were more significant in abstract word pairs.(2)Processing instructions have an effect on contextual and item information binding,but this effect is disturbed by additional information in the items.(3)Compared to processing instructions,item value increases familiarity in the binding of contextual and item information through specificity and selective use of contextual information.