Metacognition and control of study choice in children

详细信息    查看全文

• 作者：Janet Metcalfe (1)
  Bridgid Finn (2)
  
• 关键词：Metacognitive monitoring and control ; Children ; Development
• 刊名：Metacognition and Learning
• 出版年：2013
• 出版时间：April 2013
• 年：2013
• 卷：8
• 期：1
• 页码：19-46
• 全文大小：481KB
• 参考文献：1. Ariel, R., Dunlosky, J., & Bailey, H. (2009). Agenda-based regulation of study-time allocation: when agendas override item-based monitoring. / Journal of Experimental Psychology. General, 138, 432-47. doi:10.1037/a0015928 . CrossRef
  2. Arnold, L. S. (2009). Enhancing student academic regulatory processes: A study of metacognition, strategic enactment and achievement. In Paul R. (Ed.), Pintrich Award Invited Address, American Psychological Association Convention, Toronto, Canada
  3. Atkinson, R. C. (1972). Optimizing the learning of a second-language vocabulary. / Journal of Experimental Psychology, 96, 124-29. doi:10.1037/h0033475 . CrossRef
  4. Begg, I. M., Martin, L. A., & Needham, D. R. (1992). Memory monitoring: how useful is self-knowledge about memory? / European Journal of Cognitive Psychology, 4, 195-18. CrossRef
  5. Benjamin, A. S., Bjork, R. A., & Schwartz, B. L. (1998). The mismeasure of memory: when retrieval fluency is misleading as a metamnemonic index. / Journal of Experimental Psychology. General, 127, 55-8. CrossRef
  6. Benjamin, A. S., & Diaz, M. (2008). Measurement of relative metamnemonic accuracy. In J. Dunlosky & R. A. Bjork (Eds.), / Handbook of memory and metamemory (pp. 73-4). New York: Psychology Press.
  7. Berlyne, D. E. (1978). Curiosity and learning. / Motivation and Emotion, 2, 97-75. CrossRef
  8. Bisanz, G. L., Vesonder, G. T., & Voss, J. F. (1978). Knowledge of one’s own responding and the relation of such knowledge to learning: a developmental study. / Journal of Experimental Child Psychology, 25, 116-28. CrossRef
  9. Bjorklund, D. F., & Douglas, R. N. (1997). The development of memory strategies. In N. Cowan (Ed.), / The development of memory in childhood (pp. 201-46). Hove East Sussex: Psychology Press.
  10. Brown, A. L., Bransford, J., Ferrara, R., & Campione, J. (1983). Learning, remembering, and understanding. In P. H. Musen (Ed.), / Handbook of child psychology (Vol. III, pp. 77-66). New York: Wiley.
  11. Butterfield, E., Nelson, T. O., & Peck, J. (1988). Developmental aspects of the feeling of knowing. / Developmental Psychology, 24, 654-63. CrossRef
  12. Cavanaugh, J. C., & Perlmutter, M. (1982). Metamemory: a critical examination. / Child Development, 53, 11-8. CrossRef
  13. Connor, L. T., Dunlosky, J., & Hertzog, C. (1997). Age-related differences in absolute but not relative metamemory accuracy. / Psychology and Aging, 12, 50-1. CrossRef
  14. Cooper, H., Robinson, J. C., & Patall, E. A. (2006). Does homework improve academic achievement? A synthesis of research. / Review of Educational Research, 76, 1-2. CrossRef
  15. Cultice, J. L., Somerville, S. C., & Wellman, H. M. (1983). Preschooler’s memory monitoring: FOK judgments. / Child Development, 54, 1480-486. CrossRef
  16. de Bruin, A., Thiede, K. W., Camp, G., & Redford, J. (2011). Generating keywords improves metacomprehension and self-regulation in elementary middle school children. / Journal of Experimental Child Psychology, 109, 294-10. CrossRef
  17. Dufresne, A., & Kobasigawa, A. (1989). Children’s spontaneous allocation of study time: differential and sufficient aspects. / Journal of Experimental Child Psychology, 47, 274-96. CrossRef
  18. Dunlosky, J & Ariel, R. (2011). Self-regulated learning and the allocation of study time. In B. Ross (Ed), / Psychology of Learning and Motivation, 54, 103-40.
  19. Dunlosky, J., Ariel, R., & Thiede, K. W. (2011). Agenda-based regulation of study-time allocation. In P. A. Higham & J. P. Leboe (Eds.), / Constructions of remembering and metacognition: Essays in Honour of Bruce Whittlesea (pp. 182-98). Basingstoke: Palgrave MacMillan.
  20. Dunlosky, J., & Hertzog, C. (1997). Older and younger adults use a functionally identical algorithm to select items for restudy during multi-trial learning. / Journal of Gerontology: Psychological Sciences, 52, 178-86. CrossRef
  21. Dunlosky, J., & Hertzog, C. (1998). Training programs to improve learning in later adulthood: Helping older adults educate themselves. In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), / Metacognition in educational theory and practice (pp. 249-76). Mahwah: Erlbaum.
  22. Dunlosky, J., & Nelson, T. O. (1994). Does the sensitivity of judgments of learning (JOLs) to the effects of various study activities depend on when the JOLs occur? / Journal of Memory and Language, 33, 545-65. CrossRef
  23. Dunlosky, J., & Thiede, K. W. (1998). What makes people study more? An evaluation of factors that affect people’s self-paced study and yield “labor-and-gain-effects. / Acta Psychologica, 98, 37-6. CrossRef
  24. Dunlosky, J., & Thiede, K. W. (2004). Causes and constraints of the shift-to-easier-materials effect in the control of study. / Memory and Cognition, 32, 779-88. CrossRef
  25. Efklides, A. (2011). Interactions of metacognition with motivation and affect in self-regulated learning: The MASRL model. / Educational Psychologist, 46, 6-25.
  26. Finn, B. (2008). Framing effects on metacognitive monitoring and control. / Memory and Cognition, 36, 815-21.
  27. Finn, B. (2010). Ending on a high note: adding a better end to difficult study. / Journal of Experimental Psychology: Learning, Memory, and Cognition, 36, 1548-553. CrossRef
  28. Flavell, J. H., Frederichs, A. G., & Hoyt, J. D. (1970). Developmental changes in memorization processes. / Cognitive Psychology, 1, 324-40. CrossRef
  29. Hacker, D. J., Bol, L., & Keener, M. C. (2010). Metacognition in education: A focus on calibration. In J. Dunlosky & R. Bjork (Eds.), / Handbook of memory and metacognition. Mahwah: Lawrence Erlbaum Associates.
  30. Hebb, D. O. (1949). / Organization of behavior. New York: Wiley.
  31. Hofferth, S. L., & Sandberg, J. F. (2000). How American children spend their time. / Journal of Marriage and Family, 63, 295-08. CrossRef
  32. Kao, Y.-C., Davis, E. S., & Gabrieli, J. D. E. (2005). Neural correlates of actual and predicted memory formation. / Nature Neuroscience, 8, 1776-783. CrossRef
  33. Kelly, M., Scholnick, E. K., Travers, S. H., & Johnson, J. W. (1976). Relations among memory, memory appraisal, and memory strategies. / Child Development, 47, 648-59. CrossRef
  34. Kelemen, W. L., & Weaver, C. A. (1997). Enhanced metamemory at delays: why do judgments of learning improve over time. / Journal of Experimental Psychology: Learning, Memory, and Cognition, 23, 1394-409. CrossRef
  35. Kimball, D. R., & Metcalfe, J. (2003). Delaying judgments of learning affects memory, not metamemory. / Memory and Cognition, 31, 918-29. CrossRef
  36. Koriat, A. (2002). Metacognition research: An interim report. In T. J. Perfect & B. L. Schwartz (Eds.), / Applied metacognition (pp. 261-86). Cambridge: Cambridge University Press. CrossRef
  37. Knouse, L. E., Anastopoulos, A. D., & Dunlosky, J. (2013). Isolating metamemory deficits in the self-regulated learning of adults with AD/HD. / Journal of Attention Disorders.
  38. Koriat, A., Sheffer, L., & Ma’ayan, H. (2002). Comparing objective and subjective learning curves: judgments of learning exhibit increased underconfidence with practice. / Journal of Experimental Psychology. General, 131(2), 147-62. CrossRef
  39. Koriat, A., & Shitzer-Reichert, R. (2002). Metacognitive judgments and their accuracy: Insights from the processes underlying judgments of learning in children. In P. Chambres, M. Izaute, & P.-J. Marescaux (Eds.), / Metacognition: Process, function, and use (pp. 1-7). New York: Kluwer. CrossRef
  40. Kornell, N. (2005). The effectiveness of study and the region of proximal learning. / International Dissertation Abstracts (UMI No. 3174827).
  41. Kornell, N., & Metcalfe, J. (2006). Study efficacy and the region of proximal learning framework. / Journal of Experimental Psychology: Learning, Memory, and Cognition, 32, 609-22. CrossRef
  42. Kruger, J., & Dunning, D. (1999). Unskilled and unaware of it: how difficulties in recognizing one’s own incompetence lead to inflated self-assessments. / Journal of Personality and Social Psychology, 77, 1121-134. CrossRef
  43. Lockl, K., & Schneider, W. (2002). Developmental trends in children’s feeling-of-knowing judgments. / International Journal of Behavioral Development, 26, 326-33. CrossRef
  44. Maki, R. H., & Berry, S. L. (1984). Metacomprehension of text material. / Journal of Experimental Psychology: Learning, Memory, and Cognition, 10, 663-79. CrossRef
  45. Markmann, E. M. (1977). Realizing that you don’t understand: a preliminary investigation. / Child Development, 48, 986-92.
  46. Mazzoni, G., & Cornoldi, C. (1993). Strategies in study time allocation: why is study time sometimes not effective? / Journal of Experimental Psychology. General, 122, 47-0. CrossRef
  47. Masur, E. F., McIntyre, C. W., & Flavell, J. H. (1973). Developmental changes in apportionment of study time among items in a multitrial free recall task. / Journal of Experimental Child Psychology, 15, 237-46. CrossRef
  48. Metcalfe, J. (2002). Is study time allocated selectively to a region of proximal learning? / Journal of Experimental Psychology. General, 131, 349-63. CrossRef
  49. Metcalfe, J. (2009). Metacognitive judgments and control of study. / Current Directions in Psychological Science, 18, 159-63. CrossRef
  50. Metcalfe, J. (2010). Desirable difficulties and studying in the Region of Proximal Learning. In A. S. Benjamin (Ed.), / Successful remembering and successful forgetting: A Festschrift in honor of Robert A. Bjork. London: Psychology Press.
  51. Metcalfe, J., & Finn, B. (2008). Evidence that judgments of learning are causally related to study choice. / Psychonomic Bulletin Review, 15, 174-79. CrossRef
  52. Metcalfe, J., & Jacobs, W. J. (2010). People’s study time allocation and its relation to animal foraging. / Behavioral Processes, 83, 213-21. CrossRef
  53. Metcalfe, J., & Kornell, N. (2003). The dynamics of learning and allocation of study time to a region of proximal learning. / Journal of Experimental Psychology. General, 132, 530-42. CrossRef
  54. Metcalfe, J., & Kornell, N. (2005). A region of proximal learning model of study time allocation. / Journal of Memory and Language, 52, 463-77. CrossRef
  55. Metcalfe, J., Kornell, N., & Finn, B. (2009). Delayed versus immediate feedback in children’s and adults-vocabulary learning. / Memory and Cognition, 37, 1077-087. CrossRef
  56. Metcalfe, J., Kornell, N., & Son, L. K. (2007). A cognitive-science based program to enhance study efficacy in a high and low-risk setting. / European Journal of Cognitive Psychology, 19, 743-68. CrossRef
  57. Monroe, E. K., & Lange, G. (1977). The accuracy with which children judge the composition of their free recall. / Child Development, 48, 381-87. CrossRef
  58. Nelson, T. O. (1984). A comparison of current measures of feeling-of-knowing accuracy. / Psychological Bulletin, 100, 128-32. CrossRef
  59. Nelson, T. O., & Dunlosky, J. (1991). When people’s judgments of learning (JOLs) are extremely accurate at predicting subsequent recall: The “delayed-JOL effect- / Psychological Science, 2, 267-70. CrossRef
  60. Nelson, T. O., Dunlosky, J., Graf, P. A., & Narens, L. (1994). Utilization of metacognitive judgments in the allocation of study during multitrial learning. / Psychological Science, 5, 207-13. CrossRef
  61. Nelson, T. O., & Narens, L. (1990). Metamemory: A theoretical framework and new findings. In G. H. Bower (Ed.), / The psychology of learning and motivation (Vol. 26, pp. 125-73). New York: Academic.
  62. Pressley, M., & Ghatala, E. S. (1990). Self-regulated learning: monitoring learning from text. / Educational Psychologist, 25, 19-3. CrossRef
  63. Pressley, M., Levin, J. R., & Ghatala, E. S. (1984). Memory strategy monitoring in adults and children. / Journal of Verbal Learning and Verbal Behavior, 23, 270-88. CrossRef
  64. Pressley, M., Levin, J. R., Ghatala, E. S., & Ahmad, M. (1987). Test monitoring in young grade school children. / Journal of Experimental Child Psychology, 43, 96-11. CrossRef
  65. Reder, L. M. (1988). Strategic control of retrieval strategies. In G. H. Bower (Ed.), / The psychology of learning and motivation: Advances in research and theory (Vol. 22, pp. 227-59). San Diego: Academic.
  66. Richards, R. M., & Nelson, T. O. (2004). Effect of the difficulty of prior items on the magnitude of judgments of learning for subsequent items. / The American Journal of Psychology, 117, 81-1. CrossRef
  67. Roebers, C. M., von der Linden, N., Schneider, W., & Howie, P. (2007). Children’s metamemorial judgments in an event recall task. / Journal of Experimental Child Psychology, 97, 117-37. CrossRef
  68. Scheck, P., & Nelson, T. O. (2005). Lack of pervasiveness of the underconfidence-with-practice effect: boundary conditions and an explanation via anchoring. / Journal of Experimental Psychology. General, 134, 124-28. CrossRef
  69. Schneider, W., & Pressley, M. (1997). / Memory development between two and twenty (2nd ed.). Mahwah: Erlbaum.
  70. Schneider, W., Vise, M., Lockl, K., & Nelson, T. O. (2000). Developmental trends in children’s memory monitoring: evidence from a judgment-of-learning task. / Cognitive Development, 15, 115-34. CrossRef
  71. Schraw, G., & Moshman, D. (1995). Metacognitive theories. / Educational Psychology Review, 7, 351-71. CrossRef
  72. Schwartz, B. L., & Metcalfe, J. (2011). Tip-of-the-tongue (TOT) states: Retrieval, behavior, and experience. / Memory & Cognition, 39, 737-49.
  73. Son, L. K. (2005). Metacognitive control: children’s short-term versus long-term study strategies. / The Journal of General Psychology, 132, 347-63. CrossRef
  74. Son, L. K. (2010). Metacognitive control and the spacing effect. / Journal of Experimental Psychology: Learning, Memory, and Cognition, 36, 255-62. CrossRef
  75. Son, L. K., & Metcalfe, J. (2000). Metacognitive and control strategies in study-time allocation. / Journal of Experimental Psychology: Learning, Memory, and Cognition, 26, 204-21. CrossRef
  76. Son, L. K. (2005). Metacognitive control: Children's short-term versus long-term study strategies. / Journal of General Psychology, 132, 347-63.
  77. Son, L. K. (2010). Metacognitive control and the spacing effect. / Journal of Experimental Psychology: Learning, Memory, and Cognition, 36, 255-62.
  78. Son, L. K. & Metcalfe, J. (2000). Metacognitive and control strategies in study-time allocation. / Journal of Experimental Psychology: Learning, Memory, and Cognition, 26, 204-21.
  79. Thiede, K. W. (1999). The importance of monitoring and self-regulation during multitrial learning. / Psychonomic Bulletin Review, 6, 662-67. CrossRef
  80. Thiede, K. W., Anderson, M. C. M., & Therriault, D. (2003). Accuracy of metacognitive monitoring affects learning of texts. / Journal of Educational Psychology, 95, 66-5. CrossRef
  81. Vygotsky, L. S. (1987). The collected works of L. S. Vygotsky, Volume 1. Problems of general psychology including the volume thinking and speech. In R. W. Rieber & A. S. Carton (Eds.), New York: Plenum Press.
  82. Weaver, C. A., & Keleman, W. L. (1997). Judgments of learning at delays: shifts in response patterns or increased metamemory accuracy? / Psychological Science, 8, 318-21. CrossRef
  83. Wellman, H. M. (1977). Tip of the tongue and feeling of knowing experiences: a developmental study of memory monitoring. / Child Development, 48, 13-1. CrossRef
  84. Wellman, H. M. (1978). Knowledge of the interaction of memory variables: a developmental study of metamemory. / Developmental Psychology, 14, 24-9. CrossRef
  85. Wellman, H. M., Collins, J., & Glieberman, J. (1981). Understanding the combination of memory variables: developing conceptions of memory limitations. / Child Development, 52, 1313-317. CrossRef
  86. Woodworth, R. S. (1921). / Psychology: A study of mental life. NY: Henry Holt and Company. CrossRef
  87. Worden, P. E., & Sladewski-Awig, A. (1982). Children’s awareness of memorability. / Journal of Educational Psychology, 74, 341-50. CrossRef
  
• 作者单位：Janet Metcalfe (1)
  Bridgid Finn (2)
  
  1. Department of Psychology, Columbia University, New York, NY, 10027, USA
  2. Department of Psychology, Washington University in St. Louis, St. Louis, USA
  

文摘

Middle childhood may be crucial for the development of metacognitive monitoring and study control processes. The first three experiments, using different materials, showed that Grade 3 and Grade 5 children exhibited excellent metacognitive resolution when asked to make delayed judgments of learning (JOLs, using an analogue scale) or binary judgments of knowing (JOKs, ‘know-or ‘don’t know- without the target being present. (The delayed method used here also results in excellent metacognitive resolution in adults). In three subsequent experiments after making JOLs the children were asked to choose which items they would like to restudy to optimize learning. We then either honored or dishonored the children’s restudy choices, and tested their memory performance. In Experiment 4, honoring the children’s choices made no difference to final recall performance. Experiments 5 and 6 showed that when the computer, rather than the children, chose the items for restudy based on theoretical constraints proposed by the Region of Proximal Learning model of study time allocation, the children’s recall performance improved. In all three experiments, Grade 3 children’s choices were random. Whereas the Grade 5 children showed some indication of a metacognitively guided strategy of choosing the lowest JOL items for study, it did not, consistently, improve performance. Apparently, accurate metacognitive monitoring is largely in place in middle childhood, but is not yet converted into effective implementation strategies. This dissociation between metaknowledge and its implementation in choice behavior needs to be taken into account by educators aiming to design interventions to enhance learning in children at this age.