CAJ | 학술논문

两个实验用于研究情绪对学习判断的影响及其机制,结果表明：（1）首轮回忆测验成绩可以通过影响个体的情绪状态来影响后继的学习判断以及回忆测验和学习判断的绝对准确性。（2）情绪可以影响学习判断和个体对学习内容的加工深度,加工深度的提高有利于促进个体的回忆,学习判断和回忆成绩共同影响着学习判断的准确性。
량개실험용우연구정서대학습판단적영향급기궤제,결과표명：（1）수륜회억측험성적가이통과영향개체적정서상태래영향후계적학습판단이급회억측험화학습판단적절대준학성。（2）정서가이영향학습판단화개체대학습내용적가공심도,가공심도적제고유리우촉진개체적회억,학습판단화회억성적공동영향착학습판단적준학성。
The UWP （Underconfidence-With-Practice） effect has been mentioned widely in the study of JOL （Judgement of learning）. Although many theories were proposed to explain the cause of the UWP effect, almost none of them could do the job perfectly, especially when it comes to individual differences in learning. This study examined whether emotion is one of the factors influencing the UWP effect and if so, what is its specific mechanism. Two experiments were conducted to address the research questions. Experiment 1 used a three-level single-factor （first-wave paired words, second-wave old paired words, and second-wave new paired words） within-subject design to examine the effect of emotion on JOL. The participants were 40 freshmen students with equal number of males and females. The materials for the experiment were ＂clue-target＂ Chinese word pairs which were concrete nouns and emotionally neutral. The learning and testing were conducted on computers. The participants had the opportunity to get familiar with the tasks and then learned 40 pairs of words which were randomly presented for 3s. Then they estimated their JOL, did the first-wave recall test and evaluated their emotional satisfaction after the test. In the following second-wave test, there were 20 old word pairs and 20 new word pairs. The results showed that the JOL of the second-wave new paired words was significantly lower than that of the first-wave （F （1, 39） = 19.317, p〈 .001） and that of the second-wave old paired words （F （1, 39） = 11.811, p〈 .001）. In addition, in the second-wave test, the JOL of those showing relatively positive emotion was significantly higher than those with relatively negative emotion （for old paired words： t （38） = 4.746, p〈 .001; for new paired words： t （38） = 4.415, p〈 .001.） Experiment 2 used the two-level single-factor （induced positive emotion and induced negative emotion） between-subject design to examine the internal mechanism of the effect of emotion. Participants were 50 undergraduate students with equal number of males and females. They first completed an IQ test and then were given interpretations of the results, which were supposed to induce either positive or negative emotions. The following procedure was similar as that in Experiment 1 except that participants could control the length of presence time for each pair of word and that only one wave of JOL and recall test was administered. The results showed that those whose negative emotions were induced had significantly lower JOL values （t （49） = 6.262, p〈 .001） and longer per-item learning time （t （48） = 2.708, p〈 .001） than those whose positive emotions were induced. This study suggests that the first-time learning results may affect individuals’ emotional status, which could in turn influence the subsequent JOL. Emotion is likely to serve as a mediator between learning and JOL, which challenges Finn Metcalfe （2007）’s MPT （Memory for Past Test） hypothesis and shows implication for the future study of JOL.