在地图学习过程中形成元认知判断:全球监测的证据
Lauren A Mason1, Ayanna K Thomas1, Holly A Taylor2
1Department of Psychology, Tufts University, Medford, MA, USA.
Cognition
|February 27, 2024
概括
将学习目标与学习判断 (JOLs) 对齐,提高了地图学习中的元认知准确性,特别是在复杂的地图中. 然而,将JOL与测试对齐并没有提高记忆力或准确性.
科学领域:
- 认知心理学 认知心理学
- 教育心理学教育心理学
- 空间认知 空间认知
背景情况:
- 街道地图学习涉及复杂的空间信息,包括地标,位置和路线.
- 有效的知识获取可能取决于学习目标,元认知判断和评估之间的协调.
- 超认知监测,如学习判断 (JOLs),在自我调节的学习中起着至关重要的作用.
研究的目的:
- 调查学习目标与JOL提示之间的一致性对地图记忆和元认知准确性的影响.
- 检查JOL提示和测试之间的一致性是否会影响地图记忆和元认知准确性.
- 了解地图复杂性和学习试验积累如何影响元认知判断.
主要方法:
- 参与者研究了不同复杂度的街道地图.
- 实验1:评估学习目标与JOL提示之间的一致性.
- 实验2:评估JOL提示和测试之间的一致性.
- 测量记忆性能和元认知准确度.
主要成果:
- 学习目标和JOL之间的一致性促使metacognitive准确性得到显著改善,特别是在复杂的地图组件中.
- JOL提示和测试之间的一致性没有提高记忆回忆或元认知准确性.
- 学习者表现出准确的自我预测他们的记忆表现.
- 地图的复杂性和试验中学到的信息量影响了JOLs的规模.
结论:
- 将学习目标与元认知判断 (JOLs) 结合起来,对于复杂的空间学习任务中准确的自我评估至关重要.
- 超认知判断与评估格式之间的对齐对记忆表现来说不那么重要.
- 学习者可以有效地监测他们对空间信息的理解,其准确性受到任务复杂性和学习进度的影响.
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