超认知经验的作用:反培训是否会影响幼儿园儿童的监测准确性?
Kristin Kolloff1, Ebru Ger1, Claudia M Roebers1
1Department of Developmental Psychology, Institute of Psychology, University of Bern, Bern, Switzerland.
概括
超认知训练并没有改善6岁儿童的监测准确性. 然而,孩子们有效地使用选择延迟作为他们的判断的提示,显示反的有限整合.
科学领域:
- 认知发展 认知发展
- 教育心理学教育心理学
背景情况:
- 超认知,或思考思考,对于学习至关重要.
- 了解孩子如何发展超认知技能是有效教育的关键.
研究的目的:
- 通过对6岁儿童的反来评估超认知监测准确度的提高.
- 为了确定孩子是否利用选择延迟作为监控判断的暗示.
主要方法:
- 214名幼儿园生参加了12次培训,分为三个组:绩效反,监测反和控制.
- 在训练前和训练后的评估中使用了记忆学习任务.
主要成果:
- 两种反类型都没有显著改善元认知监测的准确性.
- 选择延迟被证实是儿童自信判断的有效提示.
- 儿童没有显著地将反纳入未来的监测.
结论:
- 单靠反并不能提高幼儿时期的元认知监测准确度.
- 儿童依靠选择延迟进行元认知判断,表明特定的暗示利用模式.
- 需要进一步的研究,以了解如何改善元认知技能整合.
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