Good Learners Are Poor Monitors: A Negative Relation Between Learning Ability and Monitoring Accuracy
通过元分析和实验发现，学习能力越强的人，对自己学习过程的监控准确性反而越差，挑战了“好学者也是好监控者”的传统观点。
Effective learning involves not only the ability to quickly acquire knowledge and skills, but also the capacity to accurately monitor one’s ongoing learning progress. The present research probed the relation between learning ability and monitoring accuracy. A meta-analysis (Study 1, N = 2,406) counterintuitively found that individuals with superior learning ability exhibited slightly poorer monitoring accuracy (measured as the resolution of judgments of learning). Study 2 reanalyzed the meta-analysis data and observed that expert learners remembered more items they erroneously believed they would not remember, and this underconfidence in expert learners led to a negative association between learning ability and monitoring accuracy. Studies 3 ( N = 102, adults aged 18–23) and 4 ( N = 481, adults aged 18–59) conceptually replicated the findings of Studies 1 and 2 in controlled experiments. These findings challenge the conventional wisdom that good learners are also good monitors, suggesting instead that expert learners are actually the ones with monitoring deficits.