Effects Of Different Learning Conditions On Judgment Of Learning Of Junior High School Students

As an important metamemory monitoring judgment, Judgment of learning (JOL) is theprediction about the future performance of learned materials. Depending on how many itemsneed to be judged, they can be classified into item-by-item judgment and aggregate-itemjudgment, and they can be separated into immediate JOL and delayed JOL depending onwhen to be asked to judge. Learning conditions can affect judgment of learning evidently.As for junior high school students, they have maken great progress on intelligencedevelopment and improved their accuracy and possibility of success in the process ofproblem-solving. But their judgment of learning is to be further studied.Based on above issues,this research took the junior high school students as participantsto explore the effects of learning conditions on immediate JOL , delayed JOL andaggregate-item JOL by using the within-subject design of learning conditions (presentationtime and numbers of study times) and the pairs of unrelated concrete nouns. Meanwhile, itcompared the similarities and differences of JOL under the conditions of concentrated studyand dispersion study (the study that is under the presentation time was called concentratedstudy, and the study that is under the numbers of study times was called dispersion study). Inthe end, this research explored the relation of judgment of learning between oneself and one'scompanions.The main conclusions were as follows:1.Presentation time and numbers of study times significantly influenced the judgment oflearning. So we corrected the cue-utilization model.2.Different presentation time and numbers of study times had different effects on therelative accuracy of immediate JOL and delayed JOL. There was improved in relativeaccuracy of immediate JOL and delayed JOL with presentation time prolonged. And there wasimproved in relative accuracy of immediate JOL with the numbers of study times mainfolded.With the numbers of study times mainfolded, delayed JOL produced underconfidence.3.Concentrated study and dispersion study had different effects on the absolute accuracyof judgment of learning. There was better absolute accuracy of item-by-item judgment underthe conditions of dispersion study than concentrated study. There wasn't different in absoluteaccuracy of aggregate-item judgment under the conditions of dispersion study andconcentrated study.4.Immediate JOL increased the recall performance.5.Under the conditions of dissimilarity study, the junior high school students haddifferent effects between judgment of learning on oneself and on others. Under the conditionsof concentrated study, they yielded a marked dissociation between judgment of learning ononeself and on others. The former was inferred more from one's experiences, while the lattermore from theory. Under the conditions of dispersion study, they inferred more the judgmentfrom theory on oneself and on one's companions.