儿童青少年元认知的发展特点及作用的心理机制  

The Psychological Mechanisms of the Developmental Characteristics and Roles of Metacognition in Children and Adolescents

作　　者：陈英和[1] 韩瑽瑽[1] 

机构地区：[1]北京师范大学发展心理研究所,北京100875

出　　处：《心理科学》2012年第3期537-543,共7页Journal of Psychological Science

基　　金：全国教育科学规划国家重点项目(ABA050001);北京市哲学社会科学十一五规划项目(06BaJY010);北京市教育科学十一五规划课题(ACA08017)的资助

摘　　要：儿童元认知的研究是当前认知发展领域的重点研究方向之一。陈英和等研究者在这个主题下通过理论及实证研究进行了广泛且深入的探讨,不断发展出适合于不同年龄阶段元认知测量的有效工具,综合采用多种方法探讨了儿童青少年的元认知发展特点、元认知及其各子成分在一般认知、社会认知及具体学科领域中的作用机制,以及元认知和一般认知能力的关系。这些研究为进一步探明儿童元认知的发展规律及作用机制提供了证据。Children＇s metacognition is one of the important fields in modern cognitive development. We are continuously developing effective tools for measuring metacognition appropriate to different ages. Various methods were used to describe the development of metacognition, to investigate the role of metacognition in the cognition, social cognition and specific academic fields, and to explore the relationship between metacognition and intelligence. It was found that： 1. Categorizing tasks and matching puzzle tasks were used to measure metacognition knowledge. Preschooler＇ s metacognition knowledge, including knowledge about person, task and strategy, increased with age. There were significant changes in metacognition knowledge from three to five years of age, especially the use of inner strategy. The metacognition of primary school children was divided into ongoing and off-line metacognition monitoring. Children＇ s ongoing metacognition increased with the grade ascension, sixth grade students obviously spent more time on planning than second and fourth graders ; off-line metacognition displayed a similar tendency, but in the normal and complex tasks, more children could evaluate the difficulty of tasks in the fourth and sixth grades than the second grades. Considering the individual differences of cognitive style, reflective children use more metacognitive monitoring than impulsive children. 2. Metacognition facilitated problem solving, and the effects of metacognitive monitoring on problem solving were related to the difficulty of tasks. In simple tasks and tasks of medium difficulty, off-line metacognitive judgment was conducive to problem solving; in complex tasks, ongoing metacognitive monitoring facilitated problem solving. In the social cognition fields, a significant correlation was evident between theory of mind, hindsight and metacognition. Significant correlations were found between the TOM social perceptional compo- nent and metaeognition knowledge; there were significant correlations between the TOM s

关 键 词：元认知 元认知监控 认知风格 社会认知 智力 

分 类 号：B842.1[哲学宗教—基础心理学]