【作者】 周慧； 王勋； 张振新； 颜敏； 蒋山花；

【Author】 Zhou Hui;Wang Xun;Zhang Zhenxin;Yan Min;Jiang Shanhua;Institute of Psychology, Zhejiang Normal University;

【机构】 浙江师范大学心理研究所；

【摘要】 元理解是指在阅读过程中的元认知成分,即学习者对阅读活动过程的监测与控制,元理解监测的准确性是衡量学习者元理解水平高低的指标。有研究发现,元理解监测准确性高的学习者,可以表现出较高的学习效率,而元理解监测准确性低的学习者则表现出较低的学习效率。然而以往研究也表明,元理解的监测准确性普遍较低,因此提高元理解监测准确性是本研究的重要方面。结合以往研究发现,影响元理解准确性的因素很多,元理解的监测形式就是其中的一种影响因素,而已有的关于元理解的研究中很少对元理解的监测形式作出区分,所以本研究将基于理解评估和成绩预测两种监测形式,分别探究在重读和关键词这两种学习策略下,监测形式对元理解监测的判断值、测验成绩、过度自信、监测相对准确性以及自我调节学习的影响,以及探索延迟重读效应和延迟关键词效应在两种监测形式下是否也存在。本研究分为两个实验,实验材料均为4篇300至400字的说明文。实验一采用2(监测形式:理解评估、成绩预测)×3(重读方式:延迟重读、即时重读、无重读)被试间设计,实验过程分为学习阶段、任务阶段、监测阶段、测验阶段和重学选择阶段五个阶段。实验二采用2(监测形式:理解评估、成绩预测)×3(关键词方式:延迟关键词、即时关键词、无关键词)被试间设计,实验过程同实验一。根据实验结果,本实验得出以下结论:(1)监测形式会影响元理解的监测判断值,理解评估监测形式下的监测判断值均要高于成绩预测组的监测判断值。(2)写关键词和重读下,理解评估和成绩预测两种监测形式对元理解监测的相对准确性没有影响。(3)两种监测形式下,延迟重读和延迟写关键词可以提高元理解监测的相对准确性,延迟效应均存在。(4)延迟写关键词可以提高自我调节学习的有效性。重读对自我调节学习不产生影响。(5)在关键词为学习策略下,监测形式对过度自信有影响,理解评估的监测形式比成绩预测更容易使个体过度自信。更多还原

【Abstract】 Metacomprehension refers to learners’ ability to monitor and control in the process of their reading. The accuracy of metacomprehension is a measure of the level of learners’ metacomprehension.It is found that the learners with high accuracy of metacomprehension can accurately judge whether they have learned and grasped the articles.Metacomprehension of the low accuracy of the learnersshowing a lower learning efficiency, learning effect is poor.However previous studies have shown that metacomprehension monitoring accuracy is generally poor, improving the accuracy of metacomprehension is an important aspect of the study. Combined with previous studies found that there are many factors that affect the accuracy of Metacomprehension, Metacomprehension of the form of monitoring is one of the influencing factors.In the past study of metacomprehension,there is rarely study about forms of metacomprehension monitoring.So in this research, we will be based on different forms of monitoring, to explore the effect of the forms of metacomprehension monitoringand cognitive task to judgement of monitoring,performance,The relative accuracy and the self-regulation of learning.And whether the delay effect of the keywords and the delayed rereading effect exist under the monitoring form of the achievement prediction. There are two experiments in this study, the experimental material are four 300 to 400 words of the text.. The first experiment is used 2(form ofmetacomprehension monitoring : rate comprehension, predict performance) × 3(cognitive task: delay rereading,immediate rereading, no rereading) between-subject, the experimental process is divided into five stages: the learning stage, the task stage, the monitoring phase, the test phase and the selection stage.The second experiment is used 2(form of metacomprehension monitoring: rate comprehension, predictperformance)× 3(cognitive task:delay keyword, immediate keyword,no keyword)between-subject, the experimental process is same to experiment 1.Through the first study and second study, we come to the conclusions as follows:(1) The monitoring form will affect the magnitudes of JOL.The magnitudes of JOL of the rating comprehension is higher than the group of predicting performance.(2) Under the condition of keyword and rereading as metacomprehension monitoring cognitive processing tasks,themonitoring form has no effect on the accuracy of meta-understanding.(3) Metacomprehension monitoring accuracycan be improved by delaying the rereading and delaying the writing of keywords.(4) Delayed keywords can improve the effectiveness of self-regulated learning. The rereading method has no effect on self-regulated learning.(5) Under the keyword, the form of monitoring has an impact on overconfidence, and the rating comprehension is more likely to make the individual more confident.更多还原