Metacognitive judgments and disfluency – Does disfluency lead to more accurate judgments,better control,and better performance?

Theories of metacognition assume that better monitoring leads to better control and performance. Furthermore, monitoring accuracy is often low because students are overconfident (absolute accuracy) and unable to discriminate comprehension of different text-passages (relative accuracy). Fluency seems to be a cue for metacognitive judgments, and therefore, reducing fluency should lead to less automatic processing, lower judgments, and better absolute and relative accuracy. Because the accuracy of metacognitive judgments is the basis of the control of learning, disfluency should lead to more appropriate control and thus to better performance. To test these assumptions, students (N = 83) learned either with disfluent or with fluent text-passages. The results show that disfluency led to better absolute and relative accuracy but not for all types of judgments. Moreover, students hardly implemented monitoring in control, resulting in lack of improved performance. Further research is required to investigate why students did not base control on monitoring.     

Correcting experience-based judgments: the perseverance of subjective experience in the face of the correction of judgment

Many of our cognitive and metacognitive judgments are based on sheer subjective experience. Subjective experience, however, may be contaminated by irrelevant factors, resulting in biased judgments. Under certain conditions people exert a metacognitive correction process to remedy such biased judgments. In this study we examine the proposition that even after a judgment has been corrected to avoid the biasing effects on subjective experience, subjective experience itself remains biased. We asked participants to judge the difficulty of anagrams for others. When they were aware of having been exposed to the solutions of some of the anagrams, they corrected their difficulty judgments for these anagrams. Despite this correction, their speeded choices in a subsequent task disclosed their biased subjective experience that these anagrams were easier to solve. Implications for the study of metacognition and for the educational domain are discussed.

Category learning judgments in the classroom: Can students judge how well they know course topics?

A category learning judgment (CLJ) involves judging one’s learning or performance for a given topic or category. The present study was the first to investigate CLJs in a classroom, where students’ judgments of how well they have learned topics may be particularly relevant for guiding their study decisions. In an undergraduate statistics class, students predicted their performance on six different exam topics, as well as predicting their global exam performance, for each exam during the semester. Regarding the absolute accuracy of CLJs, we observed slight overestimation (bias), substantial deviation from accuracy (absolute bias), and little improvement across exams. Students’ CLJs varied among topics, but they were less variable than actual topic performance and were poor at discriminating well-learned from poorly-learned topics (i.e., low relative accuracy). We examined two factors predictive of CLJ accuracy: topic difficulty and student mastery of the topics. Regarding topic difficulty, a hard-easy effect was observed, such that more difficult topics produced greater overestimation and easier topics produced more underestimation. A hard-easy effect also extended to absolute bias: difficult topics produced larger deviations from accuracy than easy topics did. Regarding student mastery of topics, we found that lower mastery predicted CLJ overestimation and higher mastery predicted CLJ underestimation. Lower mastery was also associated with larger absolute bias. Compared to global judgments, CLJs were less accurate, although students were more confident in their CLJs. In sum, developing methods to improve the accuracy of CLJs in classrooms is an important direction for future research.     

元认知策略与英语听力理解自主训练能力的培养

元认知策略是非常重要的学习策略,它能提高学生的自主学习意识,从而让学生成为管理和支配学习的主人,指导自己展开自主学习.作者在元认知策略和自主学习理论基础上,把元认知策略引入大学英语听力教学实践中,培养学生的元认知策略意识和自主展开听力训练的能力,达到了提高学生听力理解能力的教学效果.     

大学青年教师的元认知写作方法探索

本文通过分析元认知与写作之间的内在关联,使青年教师理解到元认知在写作过程中的重要性,帮助他们在写作过程中突破传统写作方法的禁锢,学会利用元认知策略,寻求一条新颖的,高效的,轻松的写作之路。     

体育对个体道德发展的影响

从心理学的角度阐述体育活动对道德认知、道德行为、道德情感之间的关系及个体发展在道德教育中的作用,同时为挖掘体育的价值提供了新的视野。     

元认知与有效学习:原理与条件

研究者通常将元认知分为监测与调控两个子系统进行研究,并对元认知监测与元认知调控的关系及二者对个体学习的影响作用做深入探讨。基于元认知监测的学习调控是有条件的,首先是个体要有利用监测指导调控的机会,更重要的是个体的元认知监测要足够精确。通常情况下,个体的监测并不精确,但它是可以提高的。     

浅论面向全体与注重个体差异统一性

小学教学属于义务教学的范畴,是在学生能掌握一定的数学基础知识和基本技能前提下,为提高全民族素质,为经济、社会、科技等发展培养各级各类人才打下良好的基础。所以在教学中既要面向全体学生,使每个学生都得到最大可能的发展,实现全体学生素质的提高,又必须正视学生的个别差异,因材施教,使每个学生的才能都得到充分的发展。     

Understanding metacognition through the use of pupil views templates: Pupil views of Learning to Learn

As part of the Learning to Learn Phase 3 Evaluation [for full detail see Higgins, S., Wall, K., Baumfield, V., Hall, E., Leat, D., Moseley, D., et al. (2007). Learning to Learn in Schools Phase 3 Evaluation: Final Report. London: Campaign for Learning. Available at: www.campaignforlearning.org.uk; Higgins, S., Wall, K., Falzon, C., Hall, E., Leat, D., Baumfield, V., et al. (2005). Learning to Learn in Schools Phase 3 Evaluation Year One Final Report. London: Campaign for Learning. Available at: http://www.campaignforlearning.org.uk; Higgins, S., Wall, K., Baumfield, V., Hall, E., Leat, D., Woolner, P. et al. (2006). Learning to Learn in Schools Phase 3 Evaluation: Year Two Report. London: Campaign for Learning. Available at: http://www.campaignforlearning.org.uk] teachers across three Local Authorities in England were supported in using an approach fitting ideas of professional enquiry through action research [Baumfield, V., Hall, E., & Wall, K. (2008). Action research in the classroom. London: Sage]. In this complex project, teachers have explored different innovations that they believe to fit under the umbrella term of Learning to Learn, implementing and investigating approaches ranging from cooperative learning [Kagan, S. (2001). Cooperative learning. Kagan Publishing. www.Kaganonline.com] to Assessment for Learning [Black, P. J. & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education, 5, 7–73] to Thinking Skills [Baumfield, V. & Higgins, S. (1997). ‘But no one has maths at a party: Pupils’ reasoning strategies in a thinking skills programme. Curriculum, 18(3), 140–148]. As part of these enquiries teachers have increasingly involved pupils and their perspective for providing critical insight to processes associated with Learning to Learn. This corresponds to debates around pupil voice [for example, Flutter, J. & Ruddock, J. (2004). Consulting pupils: What's in it for schools? London: Routledge Falmer], and also the fact that teachers in the project see pupils as having characteristics that can support the development of a Learning to Learn philosophy [Hall, E., Leat, D., Wall, K., Higgins, S., & Edwards, G. (2006) Learning to Learn: Teacher research in the zone of proximal development. Teacher Development, 10(2)] This paper will use the method of pupil views templates [Wall, K. & Higgins, S. (2006). Facilitating and supporting talk with pupils about metacognition: A research and learning tool. International Journal of Research and Methods in Education, 29(1), 39–53] used by teachers as a pragmatic tool [Baumfield, V., Hall, E., Higgins, S., & Wall, K. (2007). Tools for enquiry and the role of feedback in teachers’ learning. Paper presented at the European Association for Research in Learning and Instruction Conference] to research pupils’ perspectives of Learning to Learn and the processes they perceive to be involved. It will use an analysis frame to examine and explore data about pupils’ declarative knowledge of the process of learning and therefore aspects of their metacognitive knowledge and skilfulness [Veenman, M. V. J. & Spaans, M. A. (2005). Relation between intellectual and metacognitive skills: Age and task difference. Learning and Individual Differences, 15, 159–176].     

学习者个体发展与学习环境演化的模拟分析

学习者个体发展与学习环境演化之间存在着相互影响,相互制约的关系。为了分析这种复杂的关系,首先借助元胞自动机理论构造出了一种用于模拟学习环境演化的数学模型,然后在统计学的角度通过大量实验探讨了初始状态下学习者良好率、演化过程中的交互程度以及不同性质学习者分布情况等因素对学习环境演化的影响。实验所揭示的规律可以为学习环境的选择,学习环境的优化等教育实践活动提供一定的参考意义。     

一位研究生干部的成长叙事——研究生个体发展的叙事、解构与反思

文章以一位研究生干部为个案,通过叙事手法再现了其日常学习、生活和社会实践情境,并以时间观念为线索进行解构,从研究生个体自我成长角度反思高校研究生培养问题。研究认为,影响研究生成长既有外部因素又有内部因素,就学生主体来说,可以从奋斗目标、自主学习、求教指导、时间管理、社会意识、合作创新等方面提升自身素质。     

基于事实判断和价值判断关系的思想政治理论课教学范式选择

思想政治理论课的意识形态属性决定了思想政治理论课是事实判断和价值判断的统一体。事实判断具有客观唯一性,价值判断具有主体间差异性,二者统一的基础在于社会历史性对人的本质的规定性。事实判断和价值判断的统一要求思想政治理论课教学要把灌输范式的知识教育统一到理解范式的信仰教育上来。     

从模糊整体到自觉整体:个体发展中的自我整合与整全性教育的路径

个体发展大致经历四个基本阶段:模糊整体、感性局部、理智局部、理性综合。从模糊整体出发,个体发展早期的教育乃是诗性的,诗性教育为个体成人奠基;以感性局部到理智局部,个体发展中期教育的中心是智性的,智性的教育提升个体发展的高度;个体理智能力发展的高级阶段乃是个体把周遭人与事物置于关系结构之中,建立事物与自我之间的整体性联系,个体发展后期的教育乃是德性的。正是早期教育的审美性奠定个体成长的整体性基础与个体成长过程中对此整体性的不断应答,使得个体走向整全性发展成为可能。     

论孔子教育心理学的基本观点

孔子在自己的教育教学活动中 ,逐步形成了自己的教育心理学思想 ,他的教育心理学思想是以一定的理论观点为基础、为指导的。这一理论观点可以归纳为以下四个基本观点 :即性近习远论、发展论、学知论、个别差异论。     

Precursors of metamemory in young children: the role of theory of mind and metacognitive vocabulary

This paper describes findings of a longitudinal study that was carried out to examine relationships among different aspects of young children's cognitive development, namely, theory of mind, metacognitive vocabulary, and metamemory, which seem theoretically connected but so far have not been studied simultaneously. In total, 174 children were included in the present analyses who were about 4;6 years of age at the first measurement point. Children were tested at four time points, separated by a testing interval of approximately half a year. At the first time of testing, children completed a set of theory of mind tasks. At each of the following measurement points, measures of metacognitive vocabulary and general vocabulary as well as metamemory were given. Overall, the findings show that theory of mind performance assessed at the age of 4;6 predicts metacognitive knowledge assessed about one and a half years later. Furthermore, they point to a reciprocal relationship between metacognitive vocabulary and metamemory in that comprehension of metacognitive vocabulary predicted later metamemory and, conversely, metamemory significantly predicted later comprehension of metacognitive verbs. This research was supported by a grant from the German Research Foundation (SCHN 315 /20–7) to the German Research Group on Cognitive Development.