元认知监控的机制：认知灵活性的调节作用

摘要/Abstract

摘要： 元认知监控作为元认知的核心成分,是内隐程度较高的心理活动。研究采用认知操作法,以 Master Mind游戏任务为载体,从执行功能中认知灵活性的角度,探讨了元认知监控的内部机制。结果发现:元认知监测对元认知控制的作用受到认知灵活性的调节作用。对于高认知灵活性的学生,元认知监测水平越高,元认知控制越好;对于低认知灵活性的学生,元认知监测水平的高低不会引起元认知控制水平的显著变化。研究结果表明,高认知灵活性的学生能根据元认知监测进行有效元认知控制,而低认知灵活性的学生其元认知监测水平的提高没有影响元认知控制。结合元认知监控与执行功能进行了讨论。

关键词: 元认知监测, 元认知控制, 认知灵活性, Master Mind任务

Abstract: Metacognitive regulation is the essential component of metacognition. It is composed of monitoring and control. According to metacognitive processing level model, metacognitvie monitoring influences metacognitve control. However, its internal mechanism remains unclear. Executive function, which consists of inhibition, working memory and cognitive flexibility, is the mediating factors in cognitive development. The present study aimed to use Master Mind game to obtain valid scores that adequately reflected metacognitive monitoring, and investigate the moderator effect of cognitive flexibility on metacognitve monitoring and control. The results showed that: cognitive flexibility was regulative on metacognitive monitoring and control. To higher level of cognitive flexibility students, metacognitive controlling level improved with metacognitive monitoring, the frequency of violation of feedback were lower. To lower level of cognitive flexibility students,they did not regulate effectively next step according the results of feedback information. The relation between metacognitive regulation and executive function was discussed.

Key words: metacognitive monitoring, metacognitive control, cognitive flexibility, Master Mind game

中图分类号:

B844.3

慕德芳, 陈英和. 元认知监控的机制：认知灵活性的调节作用[J]. 心理发展与教育, 2013, 29(2): 113-120.

MU De-fang, CHEN Ying-he. The Regulative Effect of Cognitive Flexibility on Metacognitive Monitoring and Control[J]. Psychological Development and Education, 2013, 29(2): 113-120.

参考文献

Belleville, S., Rouleau, N., & Van der Linden, M. (2006). Use of the Hay ling task to measure inhibition of proponent responses in normal aging and Alzheimer's disease. Brain and Cognition, 62, 113-119.
Bull, R., Johnston, R. S., & Roy, J. A. (1999). Exploring the roles of the visual-spatial sketch pad and central executive in children's arithmetical skills: Views from cognition and developmental neuropsychology.Developmental Neuropsychology, 15, 421-442.
Desman, C., Schneider, A., Ziegler-Kirbach, E., Peterman, F., Mohr, B., & Hampel, P. (2006). Behavioral inhibition and emotion regulation among boys with ADHD during a go-no-go task.Praxis der Kinderpsychologie und Kinderpsychiatrie,55, 328-349.
Desoete, A., & Roeyers, H. (2002). Off-line metacognition-A domain-specific retardation in young children with learning disabilities. Learning Disability Quarterly, 25 (2), 123-139.
Fleischner, J. E., Garnett, K., & Shepherd, J. (1982). Proficiency in basic fact computation of learning disabled and nondisabled children. Focus on Learning Problems in Mathematics, 4 (2), 47-56.
Georghiades, P. (2004). From the general to the situated: three decades of metacognition, International Journal of Science Education, 26(3), 365-383.
Hill, E. L. (2004). Evaluating the theory of executive dysfunction in autism. Developmental Review, 24(2), 189-233.
Kavale, K. A., & Forness, S. R. (2000). What definitions of learning disability say and don't say: A critical Analysis. Journal of Learning Disabilities, 33(3), 239-256.
Lysaker, P. H., Warman, D. M., Dimaggio, G., Procacci, M., Larocco, V. A., Clark. L.K., et al. (2008). Metacognition in Schizophrenia: associations with multiple assessments of executive function. Journal of Nervous and Mental Disease, 196(5), 384-389.
McGaughey, C. L. (1996). Is breaking set a metacognitive characteristic of the gifted? Teacher Education and Practice, 12, 85-96.
McGaughey, C. L. (2008). An examination of breaking set. In Michael, F. et al (Eds.), MetaCognition: A Recent Review of Research, Theory, and Perspectives. Hauppage: Nova Science Publishers, 85-108.
Miyake, A., Friedman, N. P., Emerson, M. J., Witzki, A. H., Howerter, A., & Wager, T. D. (2000). The Unity and Diversity of Executive Functions and Their Contributions to Complex “Frontal Lobe” Tasks: A Latent Variable Analysis. Cognitive Psychology, 41, 49-100.
Morgan, A. B., & Lilienfeld, S. O. (2000). A meta-analytic review of the relation between antisocial behavior and neuropsychological measures of executive function. Clinical Psychology Review, 20(1), 113-136.
Nelson, T. O., & Narens, L. (1990). Metamemory: a theoretical framework and new findings. In Bower, G. (Ed.), The Psychology of Learning and Motivation. NY: Academic Press, 125-173.
Nelson, T. O., & Narens, L. (1994). Why Investigate Metacognition? In Metealfe, J., & Shimamura, A. P. (Eds.), Metacognition: Knowing about Knowing. Massaehusetts: The MIT Press, 1-26.
Reder, L. M., & Schumm, C. D. (1996). Metacognition does not imply awareness: strategy choice is governed by implicit learning and memory. In Reder, L. M. (Ed.), Implicit Memory and Metacognition. Mahwah: Frlhaum, 45-76.
Saldana, D. (2004). Dynamic Master Mind Interactive Use of a Game for Testing Metacognition. School Psychology International, 25(4), 422-438.
Salthouse, T. A., Fristoe, N., McGuthry, K. E., & Hambrick, D. Z. (1998). Relation of task switching to speed, age, and fluid intelligence. Psychology and Aging, 13,445-461.
Schneider, W., Vise, M., Lock, K., & Nelson, T. O. (2000). Developmental trends in children's memory monitoring Evidence from a judgment-of-learning task. Cognitive Development, 15, 115-134.
Schwartz, B. L, & Metcalfe, J. (1994). Methodogical Problems and Pitfalls in the Study of Human Metacognition. In Metcalfe J., & Shimamura, A. P. (Eds.), Metacognition. Cambridge, MA: The MIT Press. 207-227.
Siegel, L. S. (1994). Working memory and reading: A life-span perspective. International Journal of Behavioral Development, 17, 109-124.
Son, L. K., & Metcalfe, J. (2000). Metacognitive and control strategies in study-time allocation. Journal of Experimental Psychology: Learning, Memory, and Cognition, 26, 204-221.
Swanson, H. L. (1992). The relationship between metacognition and problem solving in gifted children, Roeper Review, 15(1), 43-49.
Thiede, K. W., Anderson, M. C., & Therriault, D. (2003). Accuracy of metacognitive monitoring affects learning of texts. Journal of Educational Psychology, 95, 66-73.
Thiede, K. W., & Dunlosky, J. (1999). Toward a general model of self-regulated study: an analysis of selection of items for study and self-paced study time. Journal of Experimental Psychology: Learning, Memory, & Cognition, 25, 1024-1037.
Veenman, M. V. J., & Verheij, J. (2003). Technical students' metacognitve skills relating general vs. specific metacognitive skills of study success. Learning and Individual Differences, 13, 259-272.
Veenman, M. V. J., & Spaans, M. A. (2005). Relation between intellectual and metacognitive skills: Age and task differences. Learning and Individual Differences, 15, 159-176.
Veenman, M. V. J., Kok, R., & Blote, A. W. (2005). The relationship between metacognition and metacognitive skills in early adolesence. Instructional Science, 33, 193-211.
Veenman, M. V. J., Van Haut-Wolters, B. H. A. M., & Afflerbach, P. (2006). Metacognition and learning: Conceptual and methodological consideration. Metacognition Learning,1, 3-14.
Yeager, T. J. (1999). The development of the metacognitive elements of study scale. Dissertation Abstracts international: section B: The Sciences and Engineering, 60(6B), 29-79.
York, L.D., & Craig, M. T. (1992). Middle school students' metacognitive knowledge about science reading and science text: Objective assessment, Validation and results. East Lansing, MI: National Center for Research on Teacher Learning.
陈天勇, 韩布新, 李德明. (2003). 工作记忆中央执行功能研究新进展. 南京师大学报(社会科学版),5, 92-99.
陈天勇, 李德明.(2005). 执行功能可分离性及与年龄关系的潜变量分析. 心理学报, 37(2), 210-217.
陈英和, 慕德芳, 郝嘉佳.(2011). 有效测量元认知监控的新方法: Master Mind 任务分析. 心理科学, 34(3), 750-754.
邓铸, 张庆林.(2000). 青少年元记忆能力发展的认知研究. 心理学探新, 20(1), 38-41.
黎坚, 张厚粲.(2006). 认知操作背景下在线元认知调节能力的特征. 心理学报,238(3), 342-348.
郝嘉佳, 陈英和. (2010). 小学儿童在线和离线元认知监控的发展特点及其对问题解决的影响. 心理科学,33(5), 1108-1112.
吴灵丹, 刘电芝.(2006). 儿童计算的元认知监测及其对策略选择的影响. 心理科学, 29 (2), 354-357.
王晶, 陈英和, 齐琳.(2008). 小学儿童执行功能与问题解决能力的关系. 心理发展与教育, 4, 25-33.
王淑珍, 栗洪武.(2006). 执行功能子成分与学业成就的关系. 应用心理学, 2, 187-192.
温忠麟, 侯杰泰.(2003). 潜变量交互效应分析方法. 心理科学进展,11(5), 593-599.
周晓林. (2004). 执行控制:一个具有广阔理论前途和应用前景的研究领域. 心理科学进展, 12(5), 641-642.
张雅明, 俞国良.(2007). 学习不良儿童元记忆监测与控制的发展. 心理学报, 39(2), 249-256.

多维度评价

Viewed

Full text

Abstract

Cited

Shared

Discussed

[1]	吴国婧, 程雪林, 李叶, 白荣, 邢淑芬, 李玉华. 学前期儿童执行功能和语言的双向关系:社会经济地位的调节[J]. 心理发展与教育, 2022, 38(2): 186-194.
[2]	慕德芳, 陈英和. 小学高年级学生元认知监测对认知操作输出的影响:执行功能的调节作用[J]. 心理发展与教育, 2021, 37(3): 305-312.
[3]	刘伟方, 张佳佳, 胡冬梅, 张明亮, 司继伟. 元认知监测与算术知识制约小学儿童心算策略运用能力的发展:一年纵向考察[J]. 心理发展与教育, 2019, 35(4): 439-446.
[4]	王静梅, 张义宾, 郑晨烨, 卢英俊, 秦金亮. 3~6岁儿童执行功能子成分发展的研究[J]. 心理发展与教育, 2019, 35(1): 1-10.
[5]	刘伟方, 华晓腾, 封洪敏, 胡冬梅, 司继伟. 算术策略运用能力的年龄差异：元认知监测与算术知识的作用[J]. 心理发展与教育, 2014, 30(3): 234-243.