学习不良儿童元记忆监测特点的研究

心理发展与教育 ›› 2006, Vol. 22 ›› Issue (3): 1-5.

• 认知与社会性发展 • 下一篇

学习不良儿童元记忆监测特点的研究

俞国良¹, 张雅明²

1. 天津师范大学行为与心理研究, 300074;
2. 河北大学新闻传播学院, 保定, 071002

出版日期:2006-07-15 发布日期:2006-07-15
作者简介:俞国良,男,中国人民大学教授,博士生导师.E-mail:yugllxl@sina.com
基金资助:
教育部人文社科研究重大项目(01GAZGDX1004)

Exploring the Characteristics of Metamemory Monitoring of Children with Learning Disabilities

YU Guo-liang¹, ZHANG Ya-ming²

1. Research Center of Psychology and Behavior, Tianjin Normal University, Tianjin 300074;
2. Faculty of Journalism & Communication, Hebei University, Baoding 071002

Online:2006-07-15 Published:2006-07-15

摘要/Abstract

摘要： 采用2×3×3的混合设计,对小学四~六年级61名学习不良儿童在固定学习时间和对项目逐项评定的学习条件下,元记忆监测特点进行了实验研究.结果表明:从元记忆判断等级差异来看,学习不良儿童在难度判断和知晓感判断上与对照组儿童无显著差异,但在学习判断上显著低于对照组儿童;从元记忆监测的准确性看,学习不良儿童元记忆监测水平与对照组儿童的差异主要表现为在个体身上发展较晚的前瞻式记忆监测上.

关键词: 儿童学习不良, 元记忆, 难度判断, 学习判断

Abstract: Use 2×3×3 mixed design,this experimental study compared the level of metamemory of children with learning disabilities and average children under experimenter-paced time and judgment item by item conditions.The result showed that:Significant difference existed between learning disabled children and average children on JOK rating,rating of learning disabled children was lower than that of average children.No Significant difference was found on EOL and FOK rating between two groups.The level of prospective metamenmory monitor of learning disabled children was lower than that of compared group indicated by the correlations between the metamemory judgments and veracity of recall.

Key words: learning disabilities, metamemory, easy of learning, judgment of learning, feeling of knowing

中图分类号:

B844

俞国良, 张雅明. 学习不良儿童元记忆监测特点的研究[J]. 心理发展与教育, 2006, 22(3): 1-5.

YU Guo-liang, ZHANG Ya-ming. Exploring the Characteristics of Metamemory Monitoring of Children with Learning Disabilities[J]. Psychological Development and Education, 2006, 22(3): 1-5.

参考文献

[1] Nelson T O,Narens L.Metamemory:a theoretical framework and new finding.In G Bower(ed.).The psychology of learning and motivation:advance in research and theory.New York:Academic press,1990.Vol.26.125-173.
[2] Nelson T O,Narens L.Why investigates metacognition? In J Metcalfe,A P Shimamura(eds.).Metacongnition:knowing about knowing.Cambridge:MIT Press,1994.1-25.
[3] Swanson H L.Influence of metacognitive knowledge and aptitude on problem solving.Journal of Educational Psychology,1990,82:306-314.
[4] Paris S G,Cross D R,Lipson M Y.Informed strategies for learning:A program to improve children's reading awareness and comprehension.Journal of Educational Psychology,1984,76:1239-1252.
[5] Huet N,Marine C.Metamemory assessment and memory behavior in a simulated memory professional task.Contemporary Educational Psychology,1997,22:507-520.
[6] Schneider W.The role of conceptual knowledge and metamomory in the development of organizational processes in memory.Journal of Experimental Children psychology.1986,42:218-236.
[7] Schneider W.Performance prediction in young children:effect of skill,metacognition and wishful thinking.Development science,1998,1:291-297.
[8] Cunningham J G,Weaver S L.Young children's knowledge of their memory span:effect of task and experience.Journal of Experimental Child Psychology,1989,48:32-44.
[9] Schneider W,Vise M,Lockl K,et al.Developmental trends in children's memory monitoring:evidence from a judgment of learning task.Cognitive Development,2000,15:115-134.
[10] Pressley M,Levin J R,Ghatala E S,et al.Testing monitoring in young children.Journal of Experimental Child Psychology,1987,43:96-111.
[11] Wellman H M.Preschoolers' understanding of memory-relevant variables.Child Development,1977,48:1720-1723.
[12] Zabrucky K,Ratner H H.Children's comprehension monitoring and recall of inconsistent story.Child Development,1986,57:1401-1418.
[13] Torgeson J K,Murphy H A,Ivey C.The influence of an orienting task on the memory performance of children with reading problems.Journal of Learning Disabilities,1979,12:396-401.
[14] Gaultney.Utilization deficiencies among children with learning disabilities.Learning and Individual Differences.1998,10(1):13-28.
[15] Greene G A.Comparison of learning disability subtypes on independent and concurrent measures of metamory.In Dissertation Abstracts International:Section B:The Sciences and Engineering.2001 Apr,61(9-B):5027.
[16] 周楚,刘晓明,张明.学习困难儿童的元记忆监测与控制特点.心理学报,2004,36(1):65-70.
[17] 刘希平.回溯性监测判断与预见性监测判断发展的比较研究.心理学报,2001,33(2):137-141.

多维度评价

Viewed

Full text

Abstract

Cited

Shared

Discussed

学习不良儿童元记忆监测特点的研究

Exploring the Characteristics of Metamemory Monitoring of Children with Learning Disabilities

PDF (PC)

被引次数

摘要/Abstract

引用本文

使用本文

参考文献

相关文章 6

多维度评价

本文评价

推荐阅读 0

[1]	丛佩瑶, 贾宁. 元认知监测中容易度判断与学习判断的分离:来自行为与近红外脑成像的证据[J]. 心理发展与教育, 2023, 39(4): 522-531.
[2]	姜英杰, 杨玲, 严燕. 学习次数和材料难度对学习判断绝对准确性的影响[J]. 心理发展与教育, 2013, 29(6): 625-630.
[3]	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.
[4]	黎坚, 袁文东, 骆方, 杜卫. 心理负荷对元记忆监测准确性及偏差的影响[J]. 心理发展与教育, 2009, 25(3): 61-67.
[5]	贾宁, 白学军, 沈德立. 学习判断准确性的研究方法[J]. 心理发展与教育, 2006, 22(3): 103-109.
[6]	刘希平. 任务难度预见能力发展的实验研究元记忆发展研究之一[J]. 心理发展与教育, 1998, 14(4): 17-20.