【摘要】 以有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 ,对小学三到五年级学习困难儿童的元记忆监测、控制水平与学优儿童之间的差异及其发展特点进行研究。结果表明 :(1)学习困难儿童在三种元记忆监测判断等级上均显著低于学优儿童 ;(2 )学习困难儿童具有元记忆控制能力 ,但其控制水平相对低于学优儿童 ;(3)学习困难儿童的元记忆监测判断和学习时间分配之间存在交互影响 ;(4 )学习困难儿童的元记忆监测和控制水平存在较为复杂的发展特点。据此得出结论认为 ,学习困难儿童的元记忆监测与控制能力都比学优儿童差 ,同时也表现出一定的发展趋势。更多还原

【Abstract】 Compared with better-learning children,this experiment studied the level of metamemory monitoring and control of children with LD,and their developing characteristics. Also we studied the interaction between the metamemory monitoring and control. It was a 2×3×2 mixed design. The three factors were levels of materials (meaningful and meaningless associated Chinese word-pairs), grades (grade 3,4 and 5), and two types of subjects. The results showed that: (1) The ratings of the three monitoring judgments of metamemory of children with LD were significantly lower than better-learning children. (2) In the self-paced study, children with LD allocated more time on the judged difficult items, while the difference in allocation of study time between children with LD and better-learning children was significant. (3) There was interaction between metamemory monitoring and control. That was to say, children with LD allocated more time on the items which they judged difficult. (4) There were complex developing trends on the level of different metamemory monitoring and control of children with LD. Both the ratings of JOC and FOK judgments had not developed, while the rating of JOL judgment had significantly grown in grade 4 and 5. The accuracy of the three judgments of metamemory had not developed. The level of metamemory control had significantly grown from grade 3 to 5. The conclusion was that the ability of metamemory monitoring and control of children with LD was lower than better-learning children, and their metamemory ability rose with age.更多还原