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信念在学习判断字体大小效应中的作用

The Role of Beliefs on the Font Size Effect of Judgments of Learning

中国心理学前沿 / 2024,6(10)：1809-1818 / 2024-10-14 67 90

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• 作者： 王景玉¹      曲可佳²     
• 单位：

  1．陆军边海防学院昆明校区，昆明；
  2．辽宁师范大学心理学院，大连

• 关键词： 学习判断；信念；字体大小效应；学习前学习判断
• Judgments of learning; Belief; Font size effect; Pre-judgments of learning
• 摘要： 通过考察字体大小对学习前学习判断和学习判断的影响，评估关于字体大小的记忆信念在学习判断中所起到的作用。结果发现：（1）字体大小影响学习判断，但是回忆成绩二者无显著的差异。（2）个体有大字体词对比小字体词对更容易记忆的信念。（3）相比于基于记忆信念做出的学习前学习判断，个体基于字体大小线索做出的学习判断等级出现了明显的下降。（4）个体基于大字体线索做出学习前学习判断所用的时间明显小于基于小字体线索做出学习前学习判断所用的时间。研究结果表明，学习判断的字体大小效应是一种元认知错觉现象，且信念可以在一定程度上解释学习判断字体大小效应中的变异性，部分支持了信念假说。
• This study assessed the role of memory beliefs about font size in judgments of learning by examining the effect of font size on pre-judgments of learning and judgments of learning. The results showed that: (1) The font size affected the judgment of learning, but had no significant effect on the recall performance. (2) Individuals have the belief that large words were easier to remember than small words. (3) Compared with the pre-judgments of learning based on memory belief, the level of learning judgment made by individuals based on font size cues shows a significant decline. (4) The time it takes for individuals to make pre-judgments of learning based on large-font cues is significantly less than that for individuals to make pre-judgments of learning based on small-font cues. These results suggest that the font size effect of judgments of learning is a phenomenon of metacognitive illusion, and belief can explain to some extent the variability of the font size effect in judgments of learning, which partly supports the belief hypothesis.
• DOI： https://doi.org/10.35534/pc.0610200
• 引用： 王景玉，曲可佳．信念在学习判断字体大小效应中的作用［J］．中国心理学前沿，2024，6（10）：1809-1818．