超越提示:在自我调节学习中研究基于检索的监控
Mengjiao Wu1, Christopher A Was2
1College of Foreign Languages, Shanghai Maritime University, Shanghai 201306, China.
Journal of Intelligence
|August 27, 2025
概括
即使没有明确的监控提示,检索过程也可能支持学习决策. 这项研究提供了在自我调节学习过程中测量元认知监测的新方法.
科学领域:
- 认知心理学
- 教育心理学
- 神经科学
背景情况:
- 超认知监测对于自我调节的学习至关重要,指导有效的控制和提高学习成果.
- 现有研究主要在明确提示下检查元认知监测,忽视学习者控制学习时间的现实场景.
- 在教育环境中,学习者经常做出学习决策 (例如,分配更多的时间),需要了解潜在的认知过程.
研究的目的:
- 调查学习者做出学习决策时是否有检索过程.
- 探索客观的在线措施以检测基于检索的元认知监测.
- 将涉及明确检索提示与隐性研究决策的认知过程进行比较.
主要方法:
- 三个实验涉及斯瓦希里-英语单词对学习与研究决策任务 (实验1) 以及单个研究,再研究,检索和研究决策组之间的比较 (实验2和3).
- 数据收集包括准确性,研究决策反应时间 (RT),学习的总体判断 (JOL),信心判断 (JOC) 和自我报告.
- 分析的重点是RT,准确性,JOL,JOC之间的相关性,以及不同学习条件的学科内部比较.
主要成果:
- 研究决策反应时间与测试准确度,JOL和JOC正相关,表明潜在的检索.
- 两组测试的准确性没有显著差异,但检索提示导致反应时间比研究决定更长.
- 在检索和研究决策干预中,成功检索/未重新研究的项目具有相似的回忆准确度模式,表明共享的认知过程.
结论:
- 检索过程可能支持研究决策,尽管可能比明确监测更少或更深入.
- 分享的认知机制是显式检索和隐式研究决策任务的基础.
- 这项研究提供了客观的在线措施,以检测学习中的基于检索的元认知监测.
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