3～5岁幼儿元认知监控发展特点的研究(3)
12 Schraw G, Nietfeld J. A further test of the general monitoring skill hypothesis. Journal of Educational Psychology, 1998, 90: 236～248
13 沃建中, 林崇德. 青少年自我监控的发展研究. 心理科学, 2000, 23(1): 10～15
14 林崇德, 沃建中. 7-11岁儿童自我监控能力的发展及对认知操作的影响. 心理发展与教育, 1999, 15(4): 1～10
15 Schneider W, Visé M, Lockl K. Developmental trends in children′s memory monitoring: Evidence from a judgment-of-learning task. Cognitive Development, 2000, 15: 115～134
16 汪玲, 方平, 郭德俊. 元认知的性质、结构与评定方法. 心理学动态, 1999, 7(1): 6～11
DEVELOPMENTAL TRENDS OF THE METACOGNITION MONITORING
IN 3～5 YEARS OLD
Chen Yinghe1, Wang Yuqing1,2, Xiao Xingrong1
(1 Institute of Developmental Psychology, Beijing Normal University, Beijing100875; 2 Department of Psychology, Shan Xi Normal University, Xi′an710062)
Abstract
Matching Puzzle Tasks were used to exam the developmental differences in preschool children′s metacognition monitoring. The subjects were 98 3 to 5-year-old preschool children. The results indicated that the time preschoolers spending on matching task decreased and the times of attention and successful performances increased with age. At the same time, the more difficult the task was, the more pause and attention times they had. It proves that preschoolers can regulate and control their performances.
Key wordspreschooler, metacognition monitoring, metacognition., http://www.100md.com
13 沃建中, 林崇德. 青少年自我监控的发展研究. 心理科学, 2000, 23(1): 10～15
14 林崇德, 沃建中. 7-11岁儿童自我监控能力的发展及对认知操作的影响. 心理发展与教育, 1999, 15(4): 1～10
15 Schneider W, Visé M, Lockl K. Developmental trends in children′s memory monitoring: Evidence from a judgment-of-learning task. Cognitive Development, 2000, 15: 115～134
16 汪玲, 方平, 郭德俊. 元认知的性质、结构与评定方法. 心理学动态, 1999, 7(1): 6～11
DEVELOPMENTAL TRENDS OF THE METACOGNITION MONITORING
IN 3～5 YEARS OLD
Chen Yinghe1, Wang Yuqing1,2, Xiao Xingrong1
(1 Institute of Developmental Psychology, Beijing Normal University, Beijing100875; 2 Department of Psychology, Shan Xi Normal University, Xi′an710062)
Abstract
Matching Puzzle Tasks were used to exam the developmental differences in preschool children′s metacognition monitoring. The subjects were 98 3 to 5-year-old preschool children. The results indicated that the time preschoolers spending on matching task decreased and the times of attention and successful performances increased with age. At the same time, the more difficult the task was, the more pause and attention times they had. It proves that preschoolers can regulate and control their performances.
Key wordspreschooler, metacognition monitoring, metacognition., http://www.100md.com