心理发展与教育 ›› 2009, Vol. 25 ›› Issue (3): 61-67.
黎坚1,2, 袁文东1, 骆方1,2, 杜卫3
LI Jian1,2, YUAN Wen-dong1, LUO Fang1,2, DU Wei3
摘要: 以汉字再认任务为载体, 采用两因素被试内设计, 考察任务所导致的心理负荷水平, 以及学习判断(JOL)和信心判断(JOC)两种监测方式, 对元记忆监测效果的影响。对监测效果的衡量分别使用了相对准确性, 绝对准确性, 以及判断偏差三种指标。结果发现, 个体在任务过程中的心理负荷水平会影响其对任务解决过程的监测准确性:心理负荷水平越高, 元记忆监测的准确性越低。心理负荷水平还会影响元记忆监测的判断偏差:心理负荷处于中等偏低水平时, 监测不容易出现偏差;心理负荷处于中等偏高水平时, 个体表现出过高自信;但当心理负荷达到较高水平后, 判断偏差消失;随着心理负荷水平继续增大, 个体又表现出过低自信。
中图分类号:
[1] 刘希平, 唐卫海, 方格.儿童程序性元记忆的发展.心理科学, 2006, 29(5):1243-1246. [2] Nelson T O, Narens L.Why investigate metacognition?In Metcalfe J, Shimamura A P(Eds).Metacognition:Knowing about knowing. Cambridge, MA:MIT Press, 1994, 1-25. [3] 黎坚, 唐云, 张厚粲.元认知的调节过程及其领域一般性问题的分析.心理科学, 2008, 31(3):748-750. [4] Nelson T O.A comparison of current measures of the accuracy of Feeling-of-Knowing predictions.Psychological Bulletin, 1984, 95(1):109-133. [5] Nelson T O.ROC curves and measures of discrimination accuracy:A reply to Swets.Psychological Bulletin, 1986, 100(1):128-132. [6] Gonzalez R, Nelson T O.Measuring ordinal association in situations that contain tied scores.Psychological Bulletin, 1996, 119(1): 159-165. [7] Lichtenstein S, Fischhoff B, Phillips L D.Calibration of probabilities:The state of the art to 1980.In Kahneman D, Slovic P, Tversky A(Eds).Judgment under uncertainty:Heuristics and biases. Cambridge, England:Cambridge University Press, 1982, 306-334. [8] Koriat A.Monitoring one's own knowledge during study:A cue-utilization approach to judgment of learning.Journal of Experimental Psychology:General, 1997, 126(4):349-370. [9] Nietfeld J L, Cao L, Osborne J W.Metacognitive monitoring accuracy and student performance in the postsecondary classroom.The Journal of Experimental Education, 2005, 74(1):7-28. [10] Keren G.Calibration and probability judgments:Conceptual and methodological issues.Acta Pscyhologica, 1991, 77(3):217-273. [11] Yates J F.Judgment and decision making.Englewood Cliffs, NJ: Prentice-Hall, 1990. [12] Schneider W.Developmental trends in the metamemory-memory behavior relationship:An integrative review.In Forrest-Pressley D L, MacKinnon G E, Waller T G(Eds).Metacognition, cognition, and human performance.New York:Academic, 1985, 57-109. [13] Weaver C A III, Bryant D S.Monitoring of comprehension:The role of text difficulty in metamemory for narrative and expository text.Memory &Cognition, 1995, 23(1):12-22. [14] Kruger J, Dunning D.Unskilled and unaware of it:How difficulties in recognizing one's own incompetence lead to inflated self-assessments.Journal of Personality and Social Psychology, 1999, 77(6): 1121-1134. [15] Kruger J, Dunning D.Unskilled and unaware-but why?A reply to Krueger and Mueller(2002).Journal of Personality and Social Psychology, 2002, 82(2):189-192. [16] Krueger J, Mueller R A.Unskilled, unaware, or both?The better-than2average heuristic and statistical regression predict errors in estimates of own performance.Journal of Personality and Social Psychology, 2002, 82(2):180-188. [17] Burson K A, Larrick R P, Klayman J.Skilled or unskilled, but still unaware of it:How perceptions of difficulty drive miscalibration in relative comparisons.Journal of Personality and Social Psychology, 2006, 90 (1):60-77. [18] Nietfeld J L, Schraw G.The effect of knowledge and strategy training on monitoring accuracy.The Journal of Educational Research, 2002, 95(3):131-142. [19] Krug K S, Weaver C A III.Eyewitness memory and metamemory in product identification:Evidence for familiarity biases.The Journal of General Psychology, 2005, 132(4):429-445. [20] Koriat A, Levy-Sadot R.The combined contributions of the cue familiarity and accessibility heuristics to feeling of knowing.Journal of Experimental Psychology:Learning, Memory, and Cognition, 2001, 27(1): 34-53. [21] Crowley K, Shrager J, Siegler R S.Strategy discovery as a competitive negotiation between metacognitive and associative mechanisms.Developmental Review, 1997, 17(4):462-489. [22] Reitman W R.Cognition and thought:An information processing approach.New York:Wiley, 1965. [23] Schraw G, Dunkle M E, Bendixen L D, et al.Does a general monitoring skill exist?Journal of Educational Psychology, 1995, 87(3): 433. [24] Schraw G.The effect of generalized metacognitive knowledge on test performance and confidence judgments.The Journal of Experimental Education, 1997, 65(2):135-146. [25] Schraw G, Nietfeld J.A further test of the general monitoring skill hypothesis.Journal of Educational Psychology, 1998, 90(2):236. [26] Kelemen W L, Frost P J, Weaver C A Ⅲ.Individual differences in metacognition:Evidence against a general metacognitive ability.Memory and Cognition, 2000, 28(1):92-107. [27] Vukman K B.Developmental differences in metacognition and their connections with cognitive development in adulthood.Journal of Adult Development, 2005, 12(4):211-221. [28] Everson H T, Tobias S.The ability to estimate knowledge and performance in college:A metacognitive analysis.Instructional Science, 1998, 26(1-2):65-79. [29] Tobias S, Everson H T.Knowing what you know and what you don't:further research on metacognitive knowledge monitoring.www. collegeboard.com.College Board Research Report, 2002(3):11-31. |
[1] | 陈颖, 张野, 韩娜, 王凯. 校园排斥对初中生网络偏差行为的影响:相对剥夺感与自我控制的序列中介作用[J]. 心理发展与教育, 2023, 39(6): 887-894. |
[2] | 董肖肖, 刘岩, 胡亚欣. 儿童、青年与老年人在知觉和高阶元认知监控上的年龄差异[J]. 心理发展与教育, 2023, 39(2): 153-160. |
[3] | 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. |
[4] | 王辰, 陈刚, 刘跃宁, 牛更枫, 殷华敏. 社会排斥对网络偏差行为的影响:自我控制的中介作用和道德同一性的调节作用[J]. 心理发展与教育, 2020, 36(2): 208-215. |
[5] | 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. |
[6] | 童钰, 王福兴, 李卉. 信息提供者的先前准确性对幼儿选择性信任的影响[J]. 心理发展与教育, 2019, 35(3): 257-266. |
[7] | 高瑞彦, 牛美心, 杨涛, 周新林. 4~8年级学生分数数量表征的准确性及形式[J]. 心理发展与教育, 2018, 34(4): 443-452. |
[8] | 杨晨晨, 李彩娜, 王振宏, 边玉芳. 状态自恋与攻击行为——知觉到的威胁、愤怒情绪和敌意归因偏差的多重中介作用[J]. 心理发展与教育, 2016, 32(2): 236-245. |
[9] | 杨继平, 王兴超, 高玲. 道德推脱对大学生网络偏差行为的影响:道德认同的调节作用[J]. 心理发展与教育, 2015, 31(3): 311-318. |
[10] | 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. |
[11] | 赵景欣, 刘霞, 李悦. 日常烦恼与农村留守儿童的偏差行为:亲子亲合的作用[J]. 心理发展与教育, 2013, 29(4): 400-406,423. |
[12] | 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. |
[13] | 游志麒, 范翠英, 周宗奎, 孙晓军, 田媛. 儿童同伴接纳知觉准确性及偏差与孤独感的关系:一项交叉滞后研究[J]. 心理发展与教育, 2012, 28(5): 524-531. |
[14] | 贾宁, 代景华. 小学高年级学生的学习判断绝对准确性及预见偏差[J]. 心理发展与教育, 2012, 28(1): 54-60. |
[15] | 陈启山. 元理解:动态的交互系统[J]. 心理发展与教育, 2010, 26(3): 329-336. |
|