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时间压力、成就目标定向和项目难度对元记忆监控的影响

赵捷 刘学兰

赵捷, 刘学兰. 时间压力、成就目标定向和项目难度对元记忆监控的影响[J]. 华南师范大学学报(自然科学版), 2015, 47(3): 164-0. doi: 10.6054/j.jscnun.2015.01.020
引用本文: 赵捷, 刘学兰. 时间压力、成就目标定向和项目难度对元记忆监控的影响[J]. 华南师范大学学报(自然科学版), 2015, 47(3): 164-0. doi: 10.6054/j.jscnun.2015.01.020
The influence of different achievement goal orientation, difficulty of material and time pressure on metamemory monitoring and controlling[J]. Journal of South China normal University (Natural Science Edition), 2015, 47(3): 164-0. doi: 10.6054/j.jscnun.2015.01.020
Citation: The influence of different achievement goal orientation, difficulty of material and time pressure on metamemory monitoring and controlling[J]. Journal of South China normal University (Natural Science Edition), 2015, 47(3): 164-0. doi: 10.6054/j.jscnun.2015.01.020

时间压力、成就目标定向和项目难度对元记忆监控的影响

doi: 10.6054/j.jscnun.2015.01.020
详细信息
    通讯作者:

    刘学兰

The influence of different achievement goal orientation, difficulty of material and time pressure on metamemory monitoring and controlling

  • 摘要: 学习判断和学习时间分配的关系是元记忆监测和控制关系的体现.本研究分别在有、无时间压力条件下采用2(成就目标定向)2(项目难度)混合设计,探讨时间压力、成就目标定向和项目难度对元记忆监控的影响及元记忆监测和控制之间的关系.结果表明:(1)容易项目的JOL等级和回忆正确率都较高且学习时间分配较少;(2)掌握目标定向者的JOL等级较高,尤其是在困难项目上,并且在困难项目上分配更多的时间,尤其是在时间压力下;(3)元记忆监测和控制的关系表现为CM模型,并在容易项目上达到显著且在大学生群体上具有一定的稳定性.
  • [1] Perfect, T. J., & Schwartz, B. L. (Eds.). Applied metacognition[M]. New York: Cambridge University Press, 2002.
    [2] Koriat A, Ma'ayan H, Nussinson R. The intricate relationships between monitoring and control in metacognition: Lessons for the cause-and-effect relation between subjective experience and behavior[J]. Journal of Experimental Psychology: General, 2006, 135(1): 36-69.
    [3] Koriat A, Nussinson R. Attributing study effort to data-driven and goal-driven effects: Implications for metacognitive judgments[J]. Journal of Experimental Psychology: Learning, Memory, and Cognition, 2009, 35(5): 1338-1343.
    [4] Koriat A. The Relationships between Monitoring, Regulation and Performance[J]. Learning and Instruction, 2012, 22(4): 296-298.
    [5] Townsend C L, Heit E. Judgments of learning and improvement[J]. Memory & cognition, 2011, 39(2): 204-216.
    [6] Froger C, Sacher M, Gaudouen M S, et al. Metamemory judgments and study time allocation in young and older adults: Dissociative effects of a generation task[J]. Canadian Journal of Experimental Psychology, 2011, 65(4): 269-276.
    [7] Koriat A. Monitoring one's own knowledge during study: A cue-utilization approach to judgments of learning[J]. Journal of Experimental Psychology: General, 1997, 126(4): 349-370.
    [8] King J F, Zechmeister E B, Shaughnessy J J. Judgments of knowing: The influence of retrieval practice[J]. The American Journal of Psychology, 1980, 93(2): 329-343.
    [9] Nelson T O, Dunlosky J. When people's judgments of learning (JOLs) are extremely accurate at predicting subsequent recall: The delayed-JOL effect[J]. Psychological Science, 1991, 2(4): 267-270.
    [10] Koriat A. Easy comes, easy goes? The link between learning and remembering and its exploitation in metacognition[J]. Memory & Cognition, 2008, 36(2): 416-428.
    [11] Koriat A, Ackerman R, Lockl K, et al. The memorizing effort heuristic in judgments of learning: A developmental perspective[J]. Journal of Experimental Child Psychology, 2009, 102(3): 265-279.
    [12] Thiede K W, Dunlosky J. Toward a general model of self-regulated study: An analysis of selection of items for study and self-paced study time[J]. Journal of Experimental Psychology: Learning, Memory, and Cognition, 1999, 25(4): 1024-1037.
    [13] Dunlosky J, Ariel R. The influence of agenda-based and habitual processes on item selection during study[J]. Journal of Experimental Psychology: Learning, Memory and Cognition, 2011, 37(4): 899-912.
    [14] Son L K, Metcalfe J. Metacognitive and control strategies in study-time allocation[J]. Journal of Experimental Psychology: Learning, Memory, and Cognition, 2000, 26(1): 204-221.
    [15] Metcalfe J. Is study time allocated selectively to a region of proximal learning?[J]. Journal of Experimental Psychology: General, 2002, 131(3): 349-363.
    [16] Metcalfe J, Finn B. Evidence that judgments of learning are causally related to study choice[J]. Psychonomic Bulletin & Review, 2008, 15(1): 174-179.
    [17] Metcalfe J, Kornell N. The dynamics of learning and allocation of study time to a region of proximal learning[J]. Journal of Experimental Psychology: General, 2003, 132(4): 530-542.
    [18] 贾宁, 白学军, 臧传丽, 等. 学习时间分配机制的眼动研究[J]. 心理科学, 2008, 31(1): 93-96.
    Jia N, Bai X J, Zang C L, et al. An eye movement study on the mechanism of learning
    time allocation[J]. Psychological Science, 2008, 31(1): 93-96.
    [19] 陈金环, 刘学兰. 学习判断与学习时间分配的关系[J]. 心理科学进展, 2010, 18(11): 1707-1705.
    Chen J H, Liu X L. The Relationship Between Judgments of Learning and Allocation of Study Time. Advances in Psychological Science. 2010, 18(11): 1707-1705.
    [20] Finn B. Framing effects on metacognitive monitoring and control[J]. Memory & cognition, 2008, 36(4): 813-821.
    [21] Finn B, Metcalfe J. Judgments of learning are influenced by memory for past test[J]. Journal of Memory and Language, 2008, 58(1): 19-34.
    [22] Tiede H L, Leboe J P. Metamemory judgments and the benefits of repeated study: Improving recall predictions through the activation of appropriate knowledge[J]. Journal of Experimental Psychology: Learning, Memory, and Cognition, 2009, 35(3): 822-828.
    [23] Koriat A, Ackerman R. Metacognition and mindreading: Judgments of learning for self and other during self-paced study[J]. Consciousness and Cognition, 2010, 19(1): 251-264.
    [24] Koriat A, Bjork R A. Illusions of competence during study can be remedied by manipulations that enhance learners’ sensitivity to retrieval conditions at test[J]. Memory & Cognition, 2006, 34(5): 959-972.
    [25] 张承芬, 宿淑华, 李丽. 成就目标相关研究评述[J]. 心理学探新, 2004, 24(2): 67-71.
    Zhang C F, Su S H, Li L. Analysing to the related study of achievement goal[J]. Psychology Exploration, 2004, 24(2): 67-71.
    [26] Ames C. Classrooms: Goals, structures, and student motivation[J]. Journal of Educational Psychology, 1992, 84(3): 261-271.
    [27] 傅海金, 祝蓓里. 有关目标定向与认知加工过程, 愉快感和成就行为之间关系的研究[J]. 心理科学, 2000, 23(4): 495-497.
    Fu H J, Zhu B L. A research on the relationship between the goal orientation and the cognitive processes, enjoyment, and achievement performance of middle school students[J]. Psychological Science, 2000, 23(4): 495-497.
    [28] Meece J L, Holt K. A pattern analysis of students' achievement goals[J]. Journal of Educational Psychology, 1993, 85(4): 582-590.
    [29] Ames C. Achievement attributions and self-instructions under competitive and individualistic goal structures[J]. Journal of Educational Psychology, 1984, 76(3): 478-487.
    [30] Pintrich P R. The role of motivation in promoting and sustaining self-regulated learning[J]. International Journal of Educational Research, 1999, 31(6): 459-470.
    [31] 徐方忠, 朱祖祥, 林芝. 目标倾向测量及其与绩效的关系[J]. 心理发展与教育, 2000, 2: 1-6.
    Xu F Z, Zhu Z X, Lin Z. Research on the measurement of goal orientation and its impact on academic performance. Psychology Development and Education, 2000, 2: 1~6
    [32] Button S B, Mathieu J E, Zajac D M. Goal orientation in organizational research: A conceptual and empirical foundation[J]. Organizational Behavior and Human Decision Processes, 1996, 67(1): 26-48.
    [33] Soderstrom N C, McCabe D P. The interplay between value and relatedness as bases for metacognitive monitoring and control: Evidence for agenda-based monitoring[J]. Journal of Experimental Psychology: Learning, Memory, and Cognition, 2011, 37(5): 1236-1242.
    [34] Gul F, Shehzad S. Relationship between metacognition, goal orientation and academic achievement[J]. Procedia-Social and Behavioral Sciences, 2012, 47: 1864-1868.

    [1] Perfect, T. J., & Schwartz, B. L. (Eds.). Applied metacognition[M]. New York: Cambridge University Press, 2002.
    [2] Koriat A, Ma'ayan H, Nussinson R. The intricate relationships between monitoring and control in metacognition: Lessons for the cause-and-effect relation between subjective experience and behavior[J]. Journal of Experimental Psychology: General, 2006, 135(1): 36-69.
    [3] Koriat A, Nussinson R. Attributing study effort to data-driven and goal-driven effects: Implications for metacognitive judgments[J]. Journal of Experimental Psychology: Learning, Memory, and Cognition, 2009, 35(5): 1338-1343.
    [4] Koriat A. The Relationships between Monitoring, Regulation and Performance[J]. Learning and Instruction, 2012, 22(4): 296-298.
    [5] Townsend C L, Heit E. Judgments of learning and improvement[J]. Memory & cognition, 2011, 39(2): 204-216.
    [6] Froger C, Sacher M, Gaudouen M S, et al. Metamemory judgments and study time allocation in young and older adults: Dissociative effects of a generation task[J]. Canadian Journal of Experimental Psychology, 2011, 65(4): 269-276.
    [7] Koriat A. Monitoring one's own knowledge during study: A cue-utilization approach to judgments of learning[J]. Journal of Experimental Psychology: General, 1997, 126(4): 349-370.
    [8] King J F, Zechmeister E B, Shaughnessy J J. Judgments of knowing: The influence of retrieval practice[J]. The American Journal of Psychology, 1980, 93(2): 329-343.
    [9] Nelson T O, Dunlosky J. When people's judgments of learning (JOLs) are extremely accurate at predicting subsequent recall: The delayed-JOL effect[J]. Psychological Science, 1991, 2(4): 267-270.
    [10] Koriat A. Easy comes, easy goes? The link between learning and remembering and its exploitation in metacognition[J]. Memory & Cognition, 2008, 36(2): 416-428.
    [11] Koriat A, Ackerman R, Lockl K, et al. The memorizing effort heuristic in judgments of learning: A developmental perspective[J]. Journal of Experimental Child Psychology, 2009, 102(3): 265-279.
    [12] Thiede K W, Dunlosky J. Toward a general model of self-regulated study: An analysis of selection of items for study and self-paced study time[J]. Journal of Experimental Psychology: Learning, Memory, and Cognition, 1999, 25(4): 1024-1037.
    [13] Dunlosky J, Ariel R. The influence of agenda-based and habitual processes on item selection during study[J]. Journal of Experimental Psychology: Learning, Memory and Cognition, 2011, 37(4): 899-912.
    [14] Son L K, Metcalfe J. Metacognitive and control strategies in study-time allocation[J]. Journal of Experimental Psychology: Learning, Memory, and Cognition, 2000, 26(1): 204-221.
    [15] Metcalfe J. Is study time allocated selectively to a region of proximal learning?[J]. Journal of Experimental Psychology: General, 2002, 131(3): 349-363.
    [16] Metcalfe J, Finn B. Evidence that judgments of learning are causally related to study choice[J]. Psychonomic Bulletin & Review, 2008, 15(1): 174-179.
    [17] Metcalfe J, Kornell N. The dynamics of learning and allocation of study time to a region of proximal learning[J]. Journal of Experimental Psychology: General, 2003, 132(4): 530-542.
    [18] 贾宁, 白学军, 臧传丽, 等. 学习时间分配机制的眼动研究[J]. 心理科学, 2008, 31(1): 93-96.
    Jia N, Bai X J, Zang C L, et al. An eye movement study on the mechanism of learning
    time allocation[J]. Psychological Science, 2008, 31(1): 93-96.
    [19] 陈金环, 刘学兰. 学习判断与学习时间分配的关系[J]. 心理科学进展, 2010, 18(11): 1707-1705.
    Chen J H, Liu X L. The Relationship Between Judgments of Learning and Allocation of Study Time. Advances in Psychological Science. 2010, 18(11): 1707-1705.
    [20] Finn B. Framing effects on metacognitive monitoring and control[J]. Memory & cognition, 2008, 36(4): 813-821.
    [21] Finn B, Metcalfe J. Judgments of learning are influenced by memory for past test[J]. Journal of Memory and Language, 2008, 58(1): 19-34.
    [22] Tiede H L, Leboe J P. Metamemory judgments and the benefits of repeated study: Improving recall predictions through the activation of appropriate knowledge[J]. Journal of Experimental Psychology: Learning, Memory, and Cognition, 2009, 35(3): 822-828.
    [23] Koriat A, Ackerman R. Metacognition and mindreading: Judgments of learning for self and other during self-paced study[J]. Consciousness and Cognition, 2010, 19(1): 251-264.
    [24] Koriat A, Bjork R A. Illusions of competence during study can be remedied by manipulations that enhance learners’ sensitivity to retrieval conditions at test[J]. Memory & Cognition, 2006, 34(5): 959-972.
    [25] 张承芬, 宿淑华, 李丽. 成就目标相关研究评述[J]. 心理学探新, 2004, 24(2): 67-71.
    Zhang C F, Su S H, Li L. Analysing to the related study of achievement goal[J]. Psychology Exploration, 2004, 24(2): 67-71.
    [26] Ames C. Classrooms: Goals, structures, and student motivation[J]. Journal of Educational Psychology, 1992, 84(3): 261-271.
    [27] 傅海金, 祝蓓里. 有关目标定向与认知加工过程, 愉快感和成就行为之间关系的研究[J]. 心理科学, 2000, 23(4): 495-497.
    Fu H J, Zhu B L. A research on the relationship between the goal orientation and the cognitive processes, enjoyment, and achievement performance of middle school students[J]. Psychological Science, 2000, 23(4): 495-497.
    [28] Meece J L, Holt K. A pattern analysis of students' achievement goals[J]. Journal of Educational Psychology, 1993, 85(4): 582-590.
    [29] Ames C. Achievement attributions and self-instructions under competitive and individualistic goal structures[J]. Journal of Educational Psychology, 1984, 76(3): 478-487.
    [30] Pintrich P R. The role of motivation in promoting and sustaining self-regulated learning[J]. International Journal of Educational Research, 1999, 31(6): 459-470.
    [31] 徐方忠, 朱祖祥, 林芝. 目标倾向测量及其与绩效的关系[J]. 心理发展与教育, 2000, 2: 1-6.
    Xu F Z, Zhu Z X, Lin Z. Research on the measurement of goal orientation and its impact on academic performance. Psychology Development and Education, 2000, 2: 1~6
    [32] Button S B, Mathieu J E, Zajac D M. Goal orientation in organizational research: A conceptual and empirical foundation[J]. Organizational Behavior and Human Decision Processes, 1996, 67(1): 26-48.
    [33] Soderstrom N C, McCabe D P. The interplay between value and relatedness as bases for metacognitive monitoring and control: Evidence for agenda-based monitoring[J]. Journal of Experimental Psychology: Learning, Memory, and Cognition, 2011, 37(5): 1236-1242.
    [34] Gul F, Shehzad S. Relationship between metacognition, goal orientation and academic achievement[J]. Procedia-Social and Behavioral Sciences, 2012, 47: 1864-1868.
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出版历程
  • 收稿日期:  2014-10-14
  • 修回日期:  2015-02-08
  • 刊出日期:  2015-05-25

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