掌握程度和社会性线索对元认知监控的影响

doi:10.16187/j.cnki.issn1001-4918.2019.06.01

摘要/Abstract

摘要： 元认知监控中信心判断和再认答案的调整不仅受到个体学习后掌握程度的影响，还会受到社会性线索的影响。本研究通过两个实验，考察了掌握程度和社会性线索对元认知监测和控制的影响。研究发现：第一，掌握程度和社会性线索独立影响元认知监测。第二，掌握程度和社会性线索显著影响元认知控制，并且掌握程度还起到了调节作用。具体来说，掌握程度高时，个体倾向于坚持自己的最初选择，较少受到社会性线索的影响；掌握程度越低，社会性线索的影响越大，个体倾向于使自己的选择与社会性信息保持一致。最后，研究总结了学习任务中掌握程度和社会性线索对元认知监控的影响机制，并提出了未来的研究思路。

关键词: 掌握程度, 社会性线索, 元认知监控

Abstract: Metacognitive monitoring and control is not only affected by the mastery degree of people's learning and memory, but also by social cues. In the present study, the effects of mastery degree and social cues on metacognitive monitoring (Experiment 1) and control (Experiment 2) were investigated. The mastery degree was based on whether the answer is correct or not, and the social cues provided the choice of "most people". The results show:Firstly, mastery degree and social cues independently influence metacognitive monitoring. Specifically, the higher the degree of mastery, the higher the level of confidence; Confidence levels are higher when individual choices are consistent with social cues. Secondly, the degree of mastery and social clues jointly influence metacognitive control. In particular, the higher the degree of mastery, the more individuals tend to stick to their initial choices. When the social cues are consistent with the initial choice of individuals, individuals tend to stick to their initial choice. Individuals tend to change their initial choices when they have a low level of mastery, and the social cues are inconsistent with individuals, they tend to be consistent with the majority of people. When the degree of mastery is low and the social clues are inconsistent with the individual, they tend to change their initial choice to be consistent with most people.

Key words: mastery degree, social cues, metacognitive monitoring and control

中图分类号:

B844

贾宁, 容丽卓, 代景华. 掌握程度和社会性线索对元认知监控的影响[J]. 心理发展与教育, 2019, 35(6): 641-647.

JIA Ning, RONG Lizhuo, DAI Jinghua. Effects of Mastery Degree and Social Cues on Metacognitive Monitoring and Control[J]. Psychological Development and Education, 2019, 35(6): 641-647.

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