学习困难儿童元记忆能力的实验研究  

METAMEMORY ABILITY OF CHILDREN WITH LEARNING DIFFICULTIES

作　　者：周楚[1] 刘晓明[2] 路海东[2] 

机构地区：[1]华东师范大学心理学系,上海200062 [2]东北师范大学心理学系,长春130024

出　　处：《心理与行为研究》2003年第3期190-193,共4页Studies of Psychology and Behavior

摘　　要：该研究以有和无意义联系的两种中文词对为材料,采用2×3×2混合实验设计,对小学三到五年级的学习困难儿童与学优儿童的JOL监测判断水平和学习时间分配之间的差异及其发展特点进行研究。结果表明:(1)学习困难儿童的JOL判断等级显著低于学优儿童;(2)在自定步骤学习过程中,随着年级增长,学习困难儿童能够根据学习材料的性质决定其学习时间的分配策略,表现出一定的元记忆控制能力,但其分配策略的有效性不高:(3)学习困难儿童的JOL监测判断水平和学习时间分配策略从小三到小五在缓慢提高;(4)学习困难儿童的JOL监测判断和学习时间分配之间存在交互影响。Compared with learning-better children, this experiment studied the level of JOLs and allocation of self-paced study time of children with learning-disabled, and their developing characteristics. Also we studied the interaction between the metamemory monitoring and control. This experiment was 2×3×2 mixed design. The results showed that:(1)The degree of JOLs of children's with learning-disabled was lower than learning-better children. (2)In the self-paced study, learning-disabled children allocated much more time on the judged difficult items. The difference between children with learning-disabled and learning-better children was significant. (3)There were developing trends on level of JOLs of children's with learning-disabled and metamemory control.(4)There was interaction between JOLs and allocation of self-paced studytime.

关 键 词：学习困难 元记忆 JOL判断 学习时间分配 

分 类 号：B842.3[哲学宗教—基础心理学]