元认知监控活动对认知负荷和多媒体学习的影响  

The Influence of Meta-cognitive Monitoring Guidance on Cognitive Load and Multimedia Learning

作　　者：龚德英[1] 刘电芝[2] 张大均[1] 

机构地区：[1]西南大学教育科学研究所,重庆400715 [2]苏州大学教育学院,苏州215123

出　　处：《心理科学》2008年第4期880-882,共3页Journal of Psychological Science

基　　金：全国优秀博士学位论文作者专项资金资助项目(批准号:200509)

摘　　要：在多媒体学习的不同时段呈现元认知监控提示,考察其对认知负荷和学习成绩的影响。结果表明,有意识的监控活动增加了被试总的认知负荷,对学习的迁移有积极影响。元认知监控活动提高了迁移测试成绩,但对记忆成绩没有显著影响。在内在、外在元认知负荷较低情况下,增加元认知监控活动有更好的学习迁移效果。The influence of meta-cognitive monitoring guidance on cognitive load and test scores was investigated with guidance presented in different phases of multimedia learning. The result revealed that consciously monitoring activity increased the total cognitive load and facilitated transfer. The increased load was what Valcke called meta-cognitive load, a kind of related cognitive load. Meta-cognitive monitoring guidance facilitated transfer tests but didn＇t influence the retention test.

关 键 词：元认知 监控提示 认知负荷 多媒体学习 

分 类 号：G434[文化科学—教育学]