Influence Of Belief And Fluency On Category Learning And Metacognitive Judgment Under Different Learning Conditions

Category learning refers to the cognitive process of categorization of objective matter.Its processing mechanism and promotion methods have become the topics favored by researchers.Category learning judgment(CLJ)-metacognitive monitoring at category level is used to test learners' sensitivity to learning performance.The metacognitive result of individual pairs will affect the learning effect.Therefore,it is an important issue to explore how individuals make CLJ under different learning conditions.In the past,there are two theories that explain the processing mechanism of metacognitive judgment.One is the belief hypothesis,and the other one is the fluency hypothesis.Based on these two hypotheses,some studies have examined metacognitive sensitivity to the effects of variability.The conclusion is: under different learning conditions,beliefs do not play a role in CLJ,and it is guessed that fluency may play a role in CLJ.However,there are the following imperfections in this research: 1.The hypothesis that the individual's belief-based judgment is analytical and conscious.The species number tag is used as a clue to allow participants to indirectly realize that learning conditions are of class learning,may be the reason why beliefs do not work.2.It is inferred from the study that the experience(ie fluency)in the learning process has an impact on CLJ,and fluency is explained by changes in the CLJ of the learning process,which obviously cannot be valid evidence.Based on the above issues,this study attempts to use the principle of interpretation to directly link the belief with a clue(such as learning conditions),and it is more convincing to test the role of belief in the CLJ.In addition,previous studies have found that the role of belief should also take fluency as one of the clues.That is,the belief about fluency itself is also a special form of belief.This is another important purpose of this study.Again,this study intends to test its effect on CLJ by direct fluency.This study intends to explore the above issues through four experiments: Experiment 1 examines the effect of different learning conditions on category learning and its CLJ;Experiment 2 establishes different beliefs about learning conditions,examines the influence of beliefs on learning conditions on category learning and CLJ;experiments 3 Test the role of fluency;Experiment 4 establish different beliefs about fluency and test its impact on category learning and CLJ.The results shows: 1.variability promotes category learning(novel species tests),CLJ is insensitive to variability advantage;2.Beliefs about learning conditions affect studied species tests,and good beliefs of variability promote variability.However,it has no effect on the novel species performance and CLJ;3.It does not promote the performance of old examples,but it has no effect on the novel species performance and CLJ;4.The belief on fluency affects the results of old examples,The belief of ?The fluent is not necessarily good? promotes studied species performance and works on CLJs,it reduces variability's CLJ(underestimate).This study draws the following conclusions: 1.The learning conditions of speciesvariability are conducive to category learning;2.The principle explanation can establish beliefs;3.The belief of fluency plays an important role in CLJ,supports the belief hypothesis,and at the same time verifies the belief.It is based on the theory of analytical processing.