We report two experiments investigating why learners, in making metacognitive judgments, often seem to ignore or otherwise fail to appreciate that feedback following retrieval practice provides a restudy opportunity. Learners practiced word pairs for a final cued-recall test by studying each pair initially, making a judgment of learning (JOL), and then deciding whether to practice the pair again after a short or long spacing interval, or not at all. For different groups in Experiment 1, additional practice involved restudying, retrieval practice without feedback, or retrieval practice with feedback (the full pair). We used procedures (long feedback duration and covert retrieval practice) designed to rule out the possibility that feedback is ignored because it is usually brief or because participants’ choices are influenced by a desire to look good by performing well on overt practice tests. In the relearning condition, learners preferred a long spacing interval for items at all JOL levels. Despite the feedback duration and the covert retrieval practice, learners in both retrieval-practice conditions preferred a short spacing interval for hard, low-JOL items and a long spacing interval for easy, high-JOL items, even though this may not be an effective strategy when feedback is provided. In Experiment 2, instructions framed feedback either as a presentation of the correct answer or as a restudy opportunity preceded by retrieval practice. Framing feedback as a restudy opportunity markedly changed the choices learners made. Apparently, the restudy function of feedback does not occur to learners unless they are specifically alerted to it.

我们报告了两个实验，调查为什么学习者在进行元认知判断时往往似乎忽略或不理解检索练习后的反馈提供了重新学习的机会。学习者通过最初研究每对单词对，进行学习判断 (JOL)，然后决定是在短间隔还是长间隔后再次练习，或者根本不练习，从而为最终的线索回忆测试练习单词对。对于实验 1 中的不同组，额外的练习包括重新学习、无反馈检索练习或有反馈检索练习（完整对）。我们使用的程序（长反馈持续时间和隐蔽检索练习）旨在排除反馈被忽略的可能性，因为它通常是简短的，或者因为参与者的选择受到在公开练习测试中表现良好的渴望的影响。在再学习条件下，学习者更喜欢所有 JOL 级别的项目的长间隔间隔。尽管反馈持续时间和隐蔽的检索练习，学习者在两种检索练习条件都倾向于对难的、低 JOL 的项目采用较短的间隔间隔，而对简单的、高 JOL 的项目采用较长的间隔间隔，尽管在提供反馈时这可能不是一种有效的策略。在实验 2 中，指令将反馈作为正确答案的呈现或作为检索练习之前的重新学习机会。将反馈作为重新学习的机会显着改变了学习者所做的选择。显然，除非特别提醒学习者，否则反馈的再学习功能不会发生在学习者身上。