Developmental Characteristics And Promotion Of Learning Degree Judgment Level In Collaborative Memor

Collaborative memory is a memory processing process in which group members encode,store and extract their memory contents together.The judgment of learning refers to the predictive judgment of the individual’s performance in the subsequent recall test of the items that have already been studied.Previous studies have found that there are stable collaborative inhibition effect and the collaborative post-promotion effect in collaborative memory,while in the individual memory study,it is found that when most learners make the judgment of learning,will overestimate their recall performance.There is a lack of research on the developmental characteristics of learning degree judgment in collaborative memory.Therefore,this study aims to combine collaborative memory and judgment of learning,and explore the development characteristics and promotion of judgment of learning level in collaborative memory.The first experiment was to explore the characteristics of the judgment of learning in college students’ collaborative memory.A single-factor(group: Collaboration Group,Nominal Group)inter-subject design was used to judge the degree of collaboration/nominal learning before the first retrieval,and then the collaboration/nominal retrieval was carried out,after the first retrieval,the individual learning degree was judged,and then the individual retrieval was carried out.The results showed that the judgment bias of learning degree appeared in the students’ collaborative memory before and after the first retrieval.This indicates that the anticipation of collaboration before collaboration extraction leads to the deviation of college students’ judgment of learning and the overestimation of judgment.The process of collaborative retrieval influences the subsequent judgment of learning of the collaborative group,and makes it underestimate the individual’s recall performance.In Experiment 2,single factor(group: theoretical intervention,feedback intervention,no intervention)was used to test whether the intervention to the collaborative group could improve the veracity of students’ judgment of learning.The results showed that theoretical intervention and feedback intervention could reduce the bias of judgment of learning before and after the first retrieval,and improve the accuracy of judgment of learning.What are the developmental characteristics of students’ judgment of learning in collaborative memory? The third experiment was designed as 3(Grade 3,grade 5,grade 7)×2(group: Collaboration Group,Nominal Group).The results showed that before the first retrieval,the third,fifth and seventh grade had the same bias as individual memory in the judgment of learning,and the development of the bias decreased with the increase of individual memory as well.The third,fifth and seventh graders’ judgment bias of learning in the follow-up memory had similar developmental characteristics with the individual’s memory after the first retrieval,that is,third graders > fifth graders and seventh graders.Previous collaboration had different effects on grades 3,5,and 7.In the collaborative memory,there were overestimation judgments in Grade 3,no deviation in Grade 5,and underestimation judgments in grade 7.But in the individual memory,the third grade appeared the overestimation judgment,the fifth grade,the seventh grade and the university student did not appear the deviation.Experiment 4 was designed with 3(Grade 3,grade 5,grade 7)× 3(intervention method:theoretical intervention,feedback intervention,no intervention),the aim of this study was to investigate whether the intervention could improve the accuracy of the judgment of the learning level of the third,fifth and seventh grade students.The results showed that before the first retrieval,the theoretical intervention and feedback intervention could reduce the judgment bias of the third,fifth and seventh grade students’ learning degree.After the first retrieval,the theoretical intervention and feedback intervention had no effect on the judgment of learning of the third,fifth and seventh grade students.