小学和中学学生的认知卸载偏差及其与元认知监测的关系
Jiayue Sun1, Yanan Wang1, Zunyun Hu1,2
1School of Psychology, Liaoning Normal University, Dalian, China.
The British journal of developmental psychology
|December 16, 2024
概括
儿童表现出认知卸载偏差,根据年龄不同地使用记忆策略. 小学学生过度依赖内部记忆,而中学学生更喜欢与元认知相关的外部辅助.
科学领域:
- 认知心理学 认知心理学
- 发展心理学是发展心理学.
- 教育心理学教育心理学
背景情况:
- 认知卸载,即使用外部辅助工具来存储信息,是很常见的.
- 成年人可能会表现出认知卸载偏差,无法最佳地使用内部和外部资源.
- 在学龄儿童中,认知卸载偏差的存在和性质仍未得到充分探索.
研究的目的:
- 调查小学和中学学生的认知卸载偏见.
- 检查儿童的元认知和认知卸载偏差之间的关系.
主要方法:
- 实验1:一个单词对记忆任务评估了7-15岁学生的认知卸载偏差.
- 实验2:将元认知判断纳入实验,以探索元认知与偏见之间的联系.
主要成果:
- 小学学生表现出过度依赖内部记忆的偏见.
- 中学学生表现出过度依赖外部提醒的偏见.
- 初中学生的认知卸载偏差与元认知监测准确度相关.
结论:
- 在学龄儿童中存在认知卸载偏差,在使用策略方面存在与年龄有关的差异.
- 超认知,特别是监测准确性,在年幼儿童的认知卸载偏差中发挥着作用.
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