CAJ | 학술논문

本研究探讨学习判断孤立效应产生机制及其作用方式。设计2个实验,实验1探讨学习者的元认知监控水平对学习判断孤立效应的影响;实验2探讨元认知监控影响学习判断孤立效应的作用方式。结果表明,学习判断的孤立效应产生机制是元认知监控,其作用实现方式有两种：第一是促使学习者在编码阶段对孤立项目给予特殊资源投入,因此对学习结果的实际感觉产生较高的学习判断值;第二是使学习者在编码阶段产生会对孤立项目给予特殊关注的印象,由这种虚拟的印象产生较高的学习判断值。
본연구탐토학습판단고립효응산생궤제급기작용방식。설계2개실험,실험1탐토학습자적원인지감공수평대학습판단고립효응적영향;실험2탐토원인지감공영향학습판단고립효응적작용방식。결과표명,학습판단적고립효응산생궤제시원인지감공,기작용실현방식유량충：제일시촉사학습자재편마계단대고립항목급여특수자원투입,인차대학습결과적실제감각산생교고적학습판단치;제이시사학습자재편마계단산생회대고립항목급여특수관주적인상,유저충허의적인상산생교고적학습판단치。
This paper discusses the mechanism and the functioning manners in the isolation effect of JOL. Experiment 1 explored how the learner＇s metacognition level influenced the isolation effect of JOL. Experiment 2 explored the functioning manners of metacognition supervision that affected the isolation of JOL. The result suggests that the supervision of metamemory is the mechanism of the isolation effect of JOL, and its influenee can be divided into two. The first is that metaeognition supervision can make the learner pay more attention to the isolation items; the second is that according to the first, the learner can produce the virtual impression whieh can raise the isolation effect higher in JOL during the encoding phase.