The Effect Of The Time Interval Of Judgment Of Learning And The Degree Of Short-term Memory Interference On Category Learning

Judgment of learning(JOL)is a common metacognitive monitoring method,which is of great significance to people’s learning and life.In recent years,studies have pointed out that the behavior of making JOL can affect learning performance by changing the coding of learning materials,that is,JOL reactivity.Whether this reactivity effect can be stable in different forms of JOL,stableness in different forms of learning materials,and generally appearing is a question that scholars are interested in.The current research still has some shortcomings: First,there is a lack of comparative studies on whether JOL at different time intervals(immediate JOL and delayed JOL)produce reactivity during the learning process,and the related experimental studies rarely set up control groups to examine the size and direction of reactivity.Secondly,the learning materials are still limited to the lexical materials in the field of memory,and classification is a high-level cognitive activity.Introducing JOL into the field of category learning is of great significance for improving the efficiency of category learning.Finally,the current explanation of the theory of JOL is too single,and the explanation of a single theory is weak.Based on this,the concept of "short-term memory interference" is introduced in this study to expand the theoretical explanation of the research in the field of JOL reactivity.This study hopes to explore a more effective meta-cognitive strategy in the field of JOL to improve the efficiency of category learning,and clarify the conditions and restrictions of learning judgments in category learning.Therefore,helping learners can choose the appropriate JOL form in different situations to assist learning.This study includes two experiments.In experiment 1,a 2(time interval:immediate,delayed)×2(Judgment of learning: Yes,no)between-subjects design was adopted.160 students from a Zhejiang university were selected as subjects to explore whether JOL at different time intervals would produce reactivity in category learning.It was found that compared to no JOL,delayed JOL to promote category learning,and made immediate JOL to hinder category learning.Experiment 2 further explored the cognitive mechanism of reactivity in category learning materials on the basis of experiment 1,and used 3(short-term memory interference degree: no interference,weak interference,strong interference)×2(Judgment of learning: Yes,no)betweensubjects design.271 students were selected as subjects to investigate the influence of short-term memory interference on the direction and magnitude of JOL reactivity in category learning.It was found that inserting interference tasks between learning projects and judgment tasks can trigger JOL positive reactivity,the stronger the interference,and the greater the JOL on the promotion of category learning.Research indicates:(1)JOL of different time intervals has different response to category materials.Immediate JOL hindered category learning,JOL negative reactivity effect appears,and the JOL negative reactivity effect appear stable in the original examples and migration examples;delayed JOL promoting category learning,JOL positive reactivity effect appears,it only occurs in migration examples.(2)The root cause of the JOL of different time interval to generate different reactivity to the category materials is that the degree of short-term memory interference between the two time interval and the judgment task is different.After the interference task,immediate JOL can also promote category learning,JOL positive reactivity effect appears,and this effect increases as the interference strength of the interference task becomes larger.