The Influence And Cognitive Mechanism Of The Judgment Of Learning And Testing On Memory

How to make people remember more efficiently is a long-term concern for scientists.Testing(or retrieval practice)is an effective learning strategy to promote memory.Research shows that after learning a certain learning material,taking a test can better improve memory retention than repeating it again,which is called "testing effect".In the education settings,most of the learners are not aware of the improvement of memory brought by the test,and only regard it as a means to investigate the mastery level.They prefer repetition and other relatively inefficient ways to review.The phenomenon that the unawareness of testing effect is called "metacognitive illusion of the testing effect".Judgment of learning(JOL)is a metacognitive monitoring method for learners to predict their own memory performance.In recent years,researchers have discovered that when making learning judgments,learners can monitor the degree of learning while also promoting the memory.Researchers define it as the “JOL reactivity effect”.Some researchers believe that the essence of learning judgment is to retrieval practice,and learners use self-tests to predict their own memory performance.However,more researchers believe that the learning judgment process is not entirely accompanied by retrieval but the encoding fluency.In summary,testing has the function of assessing the learning level,which is consistent with the function of JOL.And the JOL reactivity effect may be caused by the effect of retrieval practice.In addition,some researchers found that after adding item-by-item judgment of learning,the testing effect disappeared.Whether the test and JOL are essentially the same,or are they mutually regulating,whether the two methods play different roles in memory tasks,and whether there is a difference in the promotion mechanism of the two methods on memory processing,and many issues like these need to be resolved.In response to the above problems,the current study is based on the item-by-item judgment study on the testing effect,and combines the classic JOL reactivity effect paradigm and the test effect multi-round learning paradigm to investigate the effect of testing,JOL on memory processing,and the JOL reactivity effect,the testing effect,possible moderating effect and its influencing factors are also investigated.On this basis,the eye tracking technology is used to record the learner's eye saccades and task evoked pupillary responses(TEPRs)during the learning process,so as to examine the number association encodings and the attention intensity under different task conditions.And then explore the similarities and differences in the processing mechanism of JOL and testing on the process of memory encoding.In addition,this research also collects learners' rankings of the effectiveness of JOL and testing strategies under each task to investigate whether the memory effectiveness of each learning strategy is accurately perceived by learners.Specifically,study 1 examined the influence of JOL on memory and its impact on the testing effect by comparing the presence or absence of JOL conditions.Study 2adopted three ways to improve task difficulty,and examines the influencing factors of JOL reactivity effect and the testing effect.Study 3 adopted multiple rounds of learning to control the time and re-learning of the final standard test,and examine the influence of JOL and testing on the efficiency of memory consolidation and re-learning.The main findings are as follows:(1)The JOL reactivity effect is more stable than the testing effect which is sensitive to the retrieval difficulty of memory tasks.When the task is too difficult or too simple,the test effect is not obvious,but the JOL reactivity effect is relatively stable.(2)JOL has a moderating effect on the testing effect.The JOL reactivity effect improves the memory performance of continuous learning,which results in the testing effect being concealed in the two-task condition.(3)JOL and testing have different processing mechanisms on memory encoding.Tasks with JOL can enhance learners' attention intensity in the two encoding stages.One is the early encoding stage before JOL,during which learners encoded the paired associates more times,and the attention intensity is higher.The other is a very late stage after ompletion of the JOL task,where the learner's attention intensity increases rapidly before the end.However,the impact of the test task on memory encoding only exists in the latter stage of coding In the process of trying to retrieval,but no impact on the pre-task encoding stage or after the retrieval.(4)The impact of the two strategies of test and learning judgment on memory cannot be perceived by learners.Learners predict the memory performance of each condition based on the coding time in the task which are not related with memory performance directly.(5)In multiple rounds of learning,the impact of JOL and testing on memory is concentrated on the encoding process,rather than the restudy efficiency.