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

作　　者：俞国良[1] 张雅明[2] 

机构地区：[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　　处：《心理发展与教育》2006年第3期1-5,共5页Psychological Development and Education

基　　金：教育部人文社科研究重大项目(01GAZGDX1004)

摘　　要：采用2×3×3的混合设计，对小学四一六年级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。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.

关 键 词：儿童学习不良 元记忆 难度判断 学习判断 

分 类 号：B844[哲学宗教—发展与教育心理学]