共查询到20条相似文献，搜索用时 15 毫秒
1.
Posing questions about an article might improve one’s knowledge—a cognitive function, or monitor one’s thought processes—a
metacognitive function. This study focuses on guided question posing while using a metacognitive strategy by 12th grade honors
chemistry students. We investigated the ways by which the metacognitive strategy affected students’ skills to pose complex
questions and to analyze them according to a specially designed taxonomy. Our learning unit, Case-based computerized laboratories, emphasizes learning through chemical case studies, accompanied by tasks, that call for posing questions to which the answer
cannot be found in the text. Teachers equipped their students with a metacognitive strategy for assessing the quality of their
own questions and characterizing them according to a three-component taxonomy: content, thinking level, and chemistry understanding
levels. The participants were 793 experimental and 138 comparison chemistry students. Research instruments included interviews
and case-based-questionnaires. Interviews with students revealed that using the metacognitive strategy the students had been
taught, they were capable of analyzing the questions they generated with the taxonomy. The questionnaires showed that students
significantly improved their question posing skill, as well as the complexity level of the questions they posed. A significant
difference was found in favor of the experimental group students. Stimulating students to generate complex questions with
a metacognitive strategy in mind enabled them to be aware of their own cognitive process and to self-regulate it with respect
to the learning task. 相似文献
2.
The present study was conducted to examine developmental progression in children’s metacognitive monitoring competencies in
the context of a complex memory task. 7- and 9-year-olds rated their confidence after answering questions in two different
question formats (unbiased and misleading) and two different question types (answerable and unanswerable). Feeling-of-knowing
judgments were gathered for questions that had previously been answered with “don’t know.” The results showed that children
from both age groups appropriately differentiated between correct and incorrect answers to unbiased questions in their confidence
judgments, between answerable and unanswerable questions, and appropriately showed lower confidence levels in their confidence
judgments than in their feeling-of-knowing judgments. 9-year-olds proved to be further able to discriminate metacognitively
between correct and incorrect answers to misleading answerable questions in their confidence judgments while 7-year-olds were
not. The comparison of feeling-of-knowing judgments before correct and incorrect recognition indicated that metacognitive
differentiation at the lower end of the uncertainty–certainty continuum posed problems for these age groups. The observation
of an adult confederate modeling appropriate metamemory monitoring did not improve children’s metacognitive performance.
相似文献
| Nicole von der LindenEmail: |
3.
Margherita Orsolini Rachele Fanari Sara Cerracchio Luisa Famiglietti 《Reading and writing》2009,22(8):933-954
In this study we explore the development of phonological and lexical reading in dyslexic children. We tested a group of 14
Italian children who have been diagnosed with dyslexia and whose reading age is end of grade 1. We compared this group with
a group of 70 typically developing children who have been tested for reading at the end of grade 1. For each dyslexic child
we also selected a participant who was attending the same grade, was close in age, and showed typical reading development
when tested with a narrative passage reading task (Cornoldi, Colpo, & Gruppo MT, 1981) for correctness and reading speed. Children in this group are “same grade controls.” We used a reading task consisting of
40 three syllables words. A qualitative and quantitative method of coding children’s naming allowed us to distinguish several
components of their reading performance: the grapheme and word recognition, the size of orthographic units involved in the
aloud orthography–phonology conversion, the reading process used to recognize words. The comparison of the dyslexic group
with the reading age and the same grade control groups reveals different trends of delayed reading processes. Considering
dyslexic children’s chronological age, lexical reading is greatly delayed. Considering dyslexic children’s reading age, the
type of reading process that is more deeply delayed is phonological reading. The rate of fragmented phonological reading (i.e.,
a type of syllabized phonological reading) is much higher in dyslexic children compared to the reading age group, suggesting
that some factors undermine the possibility of internalizing the orthography–phonology conversion and the blending processes. 相似文献
4.
David Whitebread 《European Journal of Psychology of Education - EJPE》1999,14(4):489-507
This paper reports two related studies intended to explore the interactions between children’s metacognitive abilities, their working memory capacity, the development and selection of strategies and their performance on problem-solving tasks. In the first study, a sample of 20 children aged 5 and 6 were presented with a reclassification task. In the second study, a sample of 72 children aged 6, 8 and 10 were presented with a multidimensional discrimination learning (MDL) task. Data was collected related to the children’s metacognitive abilities, working memory capacity, response strategies and task performance. The results indicated that performance on both tasks was dependent upon developmentally changing interactions between these various aspects of cognitive functioning. In particular, the relationship of working memory capacity to performance was dependent upon metacognitive abilities. The results also suggested that metacognitive awareness did not directly affect performance, but that such a relationship was dependent upon the development of strategic control. The implications of these results for understanding U-shaped behavioural growth and other common developmental patterns are discussed. Within the educational sphere, the study emphasises the significance and possibility for children as learners of fostering certain kinds of metacognitive ability. 相似文献
5.
This is a study of early picture book comprehension, its determinants and later development through primary school. More specifically, picture book comprehension was analyzed longitudinally from age 5 to age 9, delineating the unique contributions of vocabulary, metacognitive knowledge and task orientation to the initial level as well as to the growth of comprehension. A total of 90 Finnish-speaking children participated in the study. The children’s narrative picture book comprehension was assessed at age 5, age 6 and age 9. Vocabulary, metacognitive knowledge and task orientation were evaluated at age 5. Latent growth curve modeling showed a pattern of decreasing achievement gaps in narrative picture book comprehension. Vocabulary and metacognitive knowledge uniquely contributed to the concurrent level of narrative picture book comprehension. The results further showed that metacognitive knowledge and task orientation were positive and statistically significant predictors of the growth of picture book comprehension over and above the initial level of narrative picture book comprehension. These findings add to our knowledge about the development of inter-individual differences in narrative picture book comprehension and the roles of vocabulary, metacognitive knowledge and task orientation in it. They also suggest a novel way to assess the narrative comprehension potential among students with compromised working memory or decoding ability.
相似文献6.
Kerstin Haberkorn Kathrin Lockl Steffi Pohl Susanne Ebert Sabine Weinert 《Metacognition and Learning》2014,9(3):239-263
In metacognition research, many studies focused on metacognitive knowledge of preschoolers or children at the end of elementary school or secondary school, but investigations of children starting elementary school are quite limited. The present study, thus, took a closer look at children’s knowledge about mental processes and strategies in early elementary school aiming to extend findings on the respective age period. Therefore, at first, a new test that can be administered in group settings and that assesses a broad concept of children’s metacognitive knowledge in early elementary school was evaluated. Furthermore, analyses on the structure of metacognitive knowledge were carried out in cross-sectional as well as longitudinal analyses. In a longitudinal design, the new test instrument was administered to 870 children at the end of first grade and again one year later (N?=?720). Item Response models were used to evaluate the construct validity of the test. Test characteristics were checked based on different fit statistics, test fairness, and discriminant validity. In summary, the test exhibited good psychometric properties. Analyses on the dimensionality of the assessed metacognitive knowledge revealed that different strategies seemed to form rather distinct dimensions of metacognitive knowledge. However, these dimensions showed a rather homogeneous development from first to second grade. Impacts of the findings on theoretical considerations and on the theoretical understanding of metacognitive knowledge and further analyses with metacognitive competence data are discussed. 相似文献
7.
Precursors of metamemory in young children: the role of theory of mind and metacognitive vocabulary 总被引：1，自引：0，他引：1
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. 相似文献
8.
Joanne Brown Whitley David M. Moore 《Educational technology research and development : ETR & D》1979,27(4):281-290
Research has shown that people differ in their psychological orientations toward sensory perception. Opposite perceptual types
are extreme Haptics-normal-sighted individuals who use their eyes only when compelled to do so and otherwise depend on touch
and kinesthesis — and extreme Visuals — those who depend entirely on visual experiences and would be completely lost in the
dark. Since Haptics have been shown to have particular difficulty retaining visual images mentally, materials presented in
a linear format may be ineffective for them. This study explored the possibility that Haptics would perform better on a visual
location task when the materials were presented in a multiple image format. 相似文献
9.
The benefits of peer collaboration on strategy use, metacognitive causal attribution, and recall were supported in an earlier study (Manion & Alexander, 1997). Following that study two primary questions remained: Would the observed benefits last beyond an immediate posttest, and would they last regardless of which strategy the children chose to use? The current investigation explores those questions. Thirty-one fourth-grade students from two public schools in Sydney, Australia, experienced either a peer-collaborative treatment condition or an individual task (control condition). A posttest was conducted 5.5 weeks later. As was the case in the original study, children in the treatment condition outperformed children in the control condition in strategy use, metacognitive understanding of strategy chosen, and recall gain. Benefits also sustained regardless of the strategy children chose to implement on the task. Most importantly, the benefits lasted after a period of over a month. Implications for future research are discussed. 相似文献
10.
Linley Cornish 《The Australian Educational Researcher》2006,33(2):123-142
Parents of children in a large primary school in New South Wales were asked questions related to their attitudes towards and
beliefs about composite (multigrade) classes. Parental concerns about composite classes are commonly reported as negative
and this study confirmed this concern. Issues identified as causing concern for parents were a belief that some grades and
some children are more suited than others to being part of a composite class, position in the class (younger or older grade),
cohesion both within the class (class identity) and with grade peers in monograde classes (grade identity), perceived choice
(between composite and monograde classes) and selection bias. Selection of particular teachers and students for the composite
classes had both positive and negative effects — a positive effect on the composite class but a negative effect on the monograde
classes because of the removal of the good role models and the ‘best’ teachers. Many parents reported more favourable attitudes
after a positive experience with a composite class but not all such parents were prepared to indicate their support for composite
classes. 相似文献
11.
This paper explores implicit learning in typically developing and primary school children (9–12 years old) with developmental
dyslexia using an artificial grammar learning (AGL) task. Two experiments were conducted, which differed in time of presentation
and nature of the instructional set (experiment 1—implicit instructions vs experiment 2—explicit instructions). Repeated measures
analysis of variance (group × grammaticality × chunk strength) showed a group effect only in experiment 1 (implicit instructions),
with only the typically developing children showing evidence of AGL. There was a grammaticality effect (adherence to the rules)
for both groups in the two experimental situations. We suggest that the typically developing children exhibited intact implicit
learning as manifested in AGL performance, whereas children with developmental dyslexia failed to provide such evidence due
to possible mediating cognitive developmental factors. 相似文献
12.
Hyeon Woo Lee Kyu Yon Lim Barbara L. Grabowski 《Educational technology research and development : ETR & D》2010,58(6):629-648
Comprehension of science topics occurs when learners meaningfully generate relationships and conceptions about what they read.
In this generation process, learners’ cognitive and metacognitive regulation is one of the most critical factors influencing
learning. However, learners are not always successful in regulating their own learning, especially in computer-based learning
environments (CBLEs) where they are alone. Based on this rationale, the present study was designed to examine the effects
of two scaffolding strategies—generative learning strategy prompts and metacognitive feedback—on learners’ comprehension and
self-regulation while learning the human heart system in a CBLE. Participants were 223 undergraduate student volunteers. Structural
Equation Modeling (SEM) was employed to conceptualize and empirically test a model that explains mediating processes among
variables. Results revealed that the combination of generative learning strategy prompts with metacognitive feedback improved
learners’ recall and comprehension by enhancing learners’ self-regulation and better use of highlighting and summarizing as
generative learning strategies. 相似文献
13.
Children with developmental coordination disorder (DCD) experience difficulty coping with everyday demands due to difficulties
in performing motor tasks. Recently, a cognitive learning paradigm has been applied to studying the nature of the problems
experienced by children with DCD, which assumes that these children have fewer cognitive and metacognitive skills with which
to acquire motor skills. However, despite the emergence of such cognitive models, individual differences in children’s use
of self-regulatory and metacognitive skill during motor learning have received little research attention. The aim of this
review article was to examine the roots of this emerging field of research, locate it within the larger body of metacognitive
and self-regulation literature, and examine some of the preliminary work that has been conducted on the role of self-regulation
and metacognition in motor learning and in the motor performance difficulties of children with DCD. 相似文献
14.
Wim H. J. van Bon Paula H. Tooren Kees W. J. M. van Eekelen 《European Journal of Psychology of Education - EJPE》2000,15(3):259-270
The primary goal of this study was to compare a paper-and-pencil version of the lexical decision task, which can be administered groupwise, with reading aloud a differently ordered list of the same words and pseudowords. Participants were first and second graders (“normal readers”) and students from schools for children with learning difficulties. On the average, the latter “poor readers” scored at the same oral reading level as the normal readers, but were older. The correlation between both tasks appeared to be high and both tasks had comparable correlations with third variables, suggesting that performance is determined by the same processes. Because the lexical decision task showed little evidence for guessing, it may be an — even better — alternative for oral reading. No differences between participant groups were found that point to different reading strategies. Error analysis, however, indicates that the poor readers probably have a specific problem in the oral reading of pseudowords. 相似文献
15.
A study was designed to test the effect of using MetaCognitive Awareness Guidance (MCAG) as a vehicle for activating and engaging learners’ existing prior knowledge before they begin a reading assessment task. A total of 300 pupils (aged 9–10) studying in ten 4th grade classes in four different schools in Israel participated in the research. The major assumption of the study was confirmed: increasing learners’ metacognitive awareness by means of well-planned guidance, built on prior knowledge, facilitates their learning and improves outcomes on a reading assessment task. This paper focuses on the linkage between three components of learner performance, what we refer to as the ‘Assessment Triangle’: (1) achievement on reading assessment tasks; (2) performance on metacognitive awareness guidance; and (3) awareness of metacognitive reading strategies. The implications and the function of this revealed linkage will be discussed. 相似文献
16.
Recent research on metacognition points out the crucial role of on-line methods when endeavouring to conduct valid assessments
of metacognitive skills. Presently, different on-line methods are used, however, it is still a question of research whether
and how they affect students’ learning behaviour and learning outcome. Thus, the aim of this study is to quasi-experimentally
analyse the effects of two on-line verbalisation methods on learning performance. By means of the thinking-aloud method, students
in one experimental group (n = 24) were instructed to read and think aloud during learning. With the reflection when prompted method, students of another
experimental group (n = 24) were prompted at each navigational step to reflect on the reasons why they chose specific information. Students in
the control group (n = 22) learned without being instructed to verbalise. All three groups were treated identically except for the different use
of verbalisation assessment methods. The students’ task was to learn the concepts and principles of operant conditioning presented
in a hypermedium within 30 min. The students’ learning sessions were videotaped and learning performance was obtained immediately
afterwards. Based on Ericsson and Simon’s (Protocol analysis: Verbal reports as data, MIT, Cambridge, 1993) model, no performance differences between the thinking aloud and the control group were hypothesised.
However, prompting students for metacognitive reflection should affect learning performance positively, which is confirmed
by the results only in tendency for transfer performance. Implications for on-line assessment methods of metacognitive skill
will be discussed. 相似文献
17.
The development of two observational tools for assessing metacognition and self-regulated learning in young children 总被引：1，自引：1，他引：0
David Whitebread Penny Coltman Deborah Pino Pasternak Claire Sangster Valeska Grau Sue Bingham Qais Almeqdad Demetra Demetriou 《Metacognition and Learning》2009,4(1):63-85
This paper reports on observational approaches developed within a UK study to the identification and assessment of metacognition
and self-regulation in young children in the 3–5 year age range. It is argued that the development of observational tools,
although containing methodological difficulties, allows us to make more valid assessments of children’s metacognitive and
self-regulatory abilities in this age group. The analysis of 582 metacognitive or self-regulatory videotaped ‘events’ is described,
including the development of a coding framework identifying verbal and non-verbal indicators. The construction of an observational
instrument, the Children’s Independent Learning Development (CHILD 3–5) checklist, is also reported together with evidence
of the reliability with which it can be used by classroom teachers and early indications of its external validity as a measure
of metacognition and self-regulation in young children. Given the educational significance of children’s development of metacognitive
and self-regulatory skills, it is argued that the development of such an instrument is potentially highly beneficial. The
establishment of the metacognitive and self-regulatory capabilities of young children by means of the kinds of observational
tools developed within this study also has clear and significant implications for models and theories of metacognition and
self-regulation. The paper concludes with a discussion of these implications.
相似文献
| David WhitebreadEmail: |
18.
The first objective of this study was establishing to what extent metacognitive skill is associated with intelligence. As a second objective, the impact of hints on the execution of metacognitive skills was investigated. Both issues have major implications for the training and transferability of metacognitive skills during performance on a representative school task. First, a standardized intelligence-test was administered to a group of first-year secondary-school students. Next, these students solved six math word problems, three without metacognitive hints and three including these hints. Metacognitive skilfullness was assessed through systematical observation, while learning performance consisted of performance on a math task and grade point average (GPA). Results show that without hints metacognitive skilfulness is the main predictor of initial learning, while intelligence additionally enters the regression equation after the presentation of metacognitive hints. GPA also appears to be predicted by a combination of intellectual and metacognitive skills. Consequences for the early acquisition of metacognitive skills are discussed. 相似文献
19.
Howard P. Parette Craig Blum Nichole M. Boeckmann 《Early Childhood Education Journal》2009,37(1):5-12
As assistive technology applications are increasingly implemented in early childhood settings for children who are at risk
or who have disabilities, it is critical that teachers utilize observational approaches to determine whether targeted assistive
technology-supported interventions make a difference in children’s learning. One structured strategy that employs observations
and which has powerful child progress monitoring implications is the concurrent time series probe approach. Requiring multiple
performance measures of a child engaged in a targeted task over time—both with and without a specific assistive technology
device—the concurrent time series probe approach can be used to evaluate the effectiveness of assistive technology tools in
supporting skill acquisition in the classroom. This approach is described in the context of a case study, with accompanying
explanations of how to interpret data and make decisions regarding the effectiveness of the technology. 相似文献
20.
Joan M. Ryder Richard E. Redding 《Educational technology research and development : ETR & D》1993,41(2):75-96
Traditional methods for task analysis and training design, such as those embodied in Instructional Systems Development (ISD),
decompose jobs into discrete tasks composed of specific action sequences and identify prerequisite knowledge and skills for
each task. Although these methods have been effective for designing training for simple procedural skills, they offer little
insight for analysis or training of jobs involving complex cognitive skills, which increasingly require training today. Because
of this, cognitive considerations need to be incorporated into ISD, particularly in the task analysis phase. Recently, cognitive
methods have begun to be used to conduct task analysis for training program development and human-computer system development.
In this article, recent developments in cognitive task analysis are reviewed, and The Integrated Task Analysis Model (ITAM),
a framework for integrating cognitive and behavioral task analysis methods within the ISD model, is presented. Discussed in
detail are ITAM's three analysis stages—progressive cycles of data collection, analysis, and decision making—in three components
of expertise: skills, knowledge, and mental models.
This research was supported in part by the U.S. Air Force Armstrong Laboratory, Human Resources Directorate, Operational Training
Division. The views contained herein are solely those of the authors and do not necessarily reflect the views of the U.S.
Air Force or the Department of Defense.
Both authors contributed equally to this article. Joan M. Ryder is with CHI Systems, Inc. Richard E. Redding is with Human
Technology, Inc. Drs. Bernell Edwards and Thomas Killion were the technical monitors and provided valuable guidance. The authors
thank John Cannon, Sharon Fisher, Wayne Zachary, and the participants of an AL/HR Workshop on Cognitive Skills Acquisition
for helpful comments. 相似文献