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学习困难学生元记忆监测特点的实验研究

Research on the Characteristic of Metamemory Monitoring of Learning-disabled Students

【作者】 牛勇

【导师】 王有智;

【作者基本信息】 陕西师范大学 , 基础心理学, 2003, 硕士

【摘要】 学习困难(Learning Disabilities,LD)是一个得到人们普遍关注的研究领域。从七十年代末开始,人们着重开始探讨学习困难的认知特征和认知过程,逐渐认识到学困生在元认知水平上与非学困生存在着差距。元记忆(Metamemory)是元认知的一个重要形式,对学困生元记忆发展特点的专门研究国内目前还没有。针对在此方面研究的不足,本研究选择了小学、初中和高中三个阶段的学困生为被试,考察学困生元记忆监测及其年龄发展特点,为进一步探讨学习困难的成因,促进学困生的转化提供有效的理论指导和实验依据。 元记忆监测是元记忆研究一项主要内容,是指元水平从客体水平获得信息,并依据该信息形成对客体记忆的各种类型的主观判断或评价,在记忆的不同阶段有不同的表现形式。FOK(feeling of knowing)判断是元记忆监测中最重要、最具有代表性一种形式,作为元水平与客体水平记忆关系检测手段,已得到了广泛的认同。本研究试图通过对学困生FOK判断的研究,探讨学困生元记忆监测的特点。 本研究采用RJR(回忆—FOK 判断—标准测验)实验研究范式,使用2(学困生和非学困生)×3(小五、初二和高二)×2(男和女)×2(有意义联系词对和无意义联系词对)四因素混合实验设计,其中,学生类型、年级和性别是组间变量,材料性质是组内变量。实验在严格控制的条件下,以非学困生作为控制组,对学困生元记忆监测与非学困生的差异及其年龄发展规律进行了研究,同时探讨了元记忆监测与记忆成绩之间的关系及FOK判断的产生机制,另外还考察元记忆监测的性别差异,经过统计分析和讨论,本研究得出如下结论: 1.学困生元记忆监测判断等级和元记忆监测准确性均显著低于非学困生,这表明:第一、学困生对自己的记忆成绩的预测表现出较低的估计水平和自信心;第二、学困生在元记忆监测核心——FOK判断上表现出较低的元记忆监测水平,其对无意义材料监测的准确性基本上处于随机水平。 2.在元记忆监测的发展上,学困生FOK判断等级与非学困生一样,表现出随年级上升而呈增加趋势,表明学困生对记忆成绩预测的自信心随着年龄的增长而提高。学困生FOK判断准确性的发展随材料的性质不同而表现出不同的发展趋势;对有意义材料,学困学生与非学困生一样,FOK判断准确性随着年龄增加而呈提高趋势,对无意义材料,学困生在FOK判断准确性上基本没有显著变化,而非学困生则有显著提高,学困生元记忆监测水平发展明显滞后于非学困生。非学困生则有显著提高,学困生元记忆监测水平发展明显滞后于非学困生。 3.学困生元记忆监测的准确性与记忆成绩之间没有显著相关,非学困生则具有显著相关。 4.对于不同性质的学习材料,不管学困生还是非学困生其元记忆监测等级和元记忆监测准确性均是在有意义材料上高于无意义材料。本研究结果支持靶项目提取可能性假说。 5.元记忆监测水平发展上的性别差异不显著。

【Abstract】 The research on learning disabilities is a field that people generally pay close attention to. From the end of 1970s’, people emphatically began to probe into the learning disabled students’ cognitive characteristic and gradually recognize that metacognitive level of learning-disabled students are less than that of non-leaming-disabled students. Metamemory is an important part of metacognition. At present, there is no special research on metamemory development of learning-disabled students in our country. To encounter the deficiency, this study chose three grades’ learning-disabled students as subjects and study their developmental characteristic of metamemory monitoring, which offers the effective theoretical direction and experiment basis for the transformation of learning-disabled students.Metamemory is a major content of metamemory, which is that mata level obtains information from object level and form subjective judgment and evaluation. Memory monitoring has different forms in different stages of memory. The judgment of FOK is the most important and representative form of matamemory monitoring. As a means that detects the relationship between metamemory level and object memory level, the judgment of FOK has been accepted extensively. This study tries to explore the characteristic of metamemory monitoring of learning-disabled students.This experiment used RJR (remember - the judgment of FOK - recognition) paradigm. Experimental design was 2 3 2 2 mixed design. The four factors were two types of subjects (learning-disabled students and non-learning-disabled students), grades (grade 2 in primary school, junior middle school and senior middle school), sexes (male and female) and material types (meaningful and meaningless associated Chinese word-pairs). Among them, the types of subjects, grades and sexes were between-subject variables and material types was within-subject variable. In strictly controlling condition, compared with non-learning-disabled students, this experiment studied the learning-disabled students’ metamemory monitoring and theirs developmental characteristic. Also we explored the relationship between metamemory monitory and memory achievement and studyed the mechanism of the judgment of FOK. In addition, we compared the level of metamemory monitoring of sexes. Theresults showed that:1.Learning-disable students’ magnitudes and accuracy of metamemory monitoring were significantly lower than that of non-leaming-disabled students.2.On the development of metamemory, learning-disabled students’ magnitudes of the judgment of FOK improved following the grade, which showed the same trend as non-learning-disabled students. The development of learning-disabled students’ accuracy of judgment of FOK showed different trends in accordance to the material types. To the meaningful material, learning-disabled students’ accuracy of the judgment of FOK improved as the age increases , which was the same as non-learning-disabled students; to the meaningless material, learning-disabled students’ accuracy of the judgment of FOK basically had no obvious change as the grade increases, and the one of non-learning-disabled students significantly improved following the grade. The development of metamemory monitoring of learning-disabled students lagged behind that of non-learning-disabled students obviously.3. Learning-disabled students’ accuracy of the judgment of metamemory monitoring had no significant correlation with memory achievement, but non-learning-disabled students had.4.The judgment of metamemory monitoring was affected by the types of material. Both magnitude and accuracy of metamemory monitoring of two types of students on the meaningful word-pairs are higher than on the meaningless ones, which supports target-retrievability hypothesis.5.There is no significant difference in metamemory monitoring level between different sexes.

  • 【分类号】B842
  • 【被引频次】8
  • 【下载频次】636
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