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1.
This article investigates a complex Aptitude Treatment Interaction (ATI), of intelligence and metacognitive skill as aptitudes with structuredness of learning environment as treatment. A more structured learning environment is usually regarded as beneficial to learning in low intelligence students, whereas it may not affect or may even interfere with learning in high intelligence students. The overall analyses of four studies are presented, including a total of 99 subjects. High and low intelligence novices passed through either structured or unstructured simulation environments in the domains of heat theory, electricity, or statistics. Thinking-aloud protocols were analyzed in order to assess the metacognitive skillfulness of subjects. Several learning tests were administered, assessing both declarative and procedural domain knowledge. The results show that structuredness of learning environment did not affect learning in high intelligence subjects, irrespective of their level of metacognitive skillfulness. However, the structured learning environment yielded enhanced learning performances in low intelligence subjects with a low level of metacognitive skillfulness, while it interfered with learning in low intelligence subjects with a relatively high level of metacognitive skillfulness. 相似文献
2.
Manita van der Stel Marcel V. J. Veenman 《European Journal of Psychology of Education - EJPE》2014,29(1):117-137
In the last decades, students increasingly have been placed in the role of active learners with responsibilities for their own learning. Students have to be able to plan their learning activities and execute them in a systematic and orderly way and to monitor and to evaluate their learning and to reflect on it. All aforementioned skills are components of metacognitive skillfulness. The first objective was to gain insight in the development of both quantity and quality of metacognitive skills in young adolescents (aged 12–15 years). The second objective was to establish whether development of metacognitive skills is intelligence related or relatively intelligence independent. Finally, the generality vs. domain specificity of developing metacognitive skills was investigated. In a 3-year longitudinal study, participants performed two different tasks (text studying and problem solving) in two different domains (history and math), while thinking aloud. Results show that between the age of 12 and 15 years, metacognitive skills do not develop linearly or at the same pace. Furthermore, metacognitive skills contribute to learning performance, partly independent of intellectual ability. Finally, the results show that metacognitive skills appear to be predominantly general by nature over the years. Although a smaller domain-specific component was found as well in the first 2 years, this component disintegrated in the third year. The age around 15 years appears to be a relevant point in time during the developmental trajectory of metacognitive skills: Growth is (temporarily) put on hold, while the nature of these skills becomes fully general. 相似文献
3.
Ying-Shao Hsu Li-Fen Lin Hsin-Kai Wu Dai-Ying Lee Fu-Kwun Hwang 《Journal of Science Education and Technology》2012,21(5):588-606
This study compared modeling skills and knowledge structures of four groups as seen in their understanding of air quality. The four groups were: experts (atmospheric scientists), intermediates (upper-level graduate students in a different field), advanced novices (talented 11th and 12th graders), and novices (10th graders). It was found that when the levels of modeling skills were measured, for most skills there was a gradual increase across the spectrum from the novices to the advanced novices to the intermediates to the experts. The study found the experts used model-based reasoning, the intermediates and advanced novices used relation-based reasoning, and the novices used phenomena-based reasoning to anticipate conclusions. The experts and intermediates used more bi-variable relationships in experimental design and anticipated conclusions, but used more multiple-variable relationships in identifying relationships. By contrast, the advanced novices and novices mostly used bi-variable relationships in all modeling skills. Based on these findings, we suggest design principles for model-based teaching and learning such as designing learning activities to encourage model-based reasoning, scaffolding one??s modeling with multiple representations, testing models in authentic situations, and nurturing domain-specific knowledge during modeling. 相似文献
4.
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
5.
This paper presents a study on mathematical problem solving in third-grade pupils. The relationship between mathematics, metacognition
and intelligence was investigated in children with (n = 191) and without mathematical learning disabilities (n = 268). A significant relationship was found between prediction, evaluation, intelligence, procedural and mathematical fact
retrieval skills in children without mathematical learning disabilities. In the children with mathematical learning disabilities
a relationship was found between metacognitive and procedural skills. No such relationship was found between intelligence
and metacognition or between metacognition and mathematical fact retrieval skills. In addition it was investigated if children
with mathematical learning disabilities had less adequate metacognitive skills than peers without learning problems. At group
level significant differences were found between both groups. However on analyzing these results further, it was found that
four out of five children with combined mathematical learning disabilities, half of the children with procedural disabilities
and only 5% of the children with a retrieval deficiency had low metacognitive skills. Furthermore, metacognitive problems
were found in one out of five children without learning disabilities. Moreover, a majority of the children with mathematical
learning disabilities and inadequate metacognitive skills had problems with prediction and evaluation skills. Most third graders
with low metacognitive skills only appeared to have problems predicting the level of difficulty of tasks. Inaccurate evaluations
were found on a more regular basis in children with mathematical learning disabilities and inadequate metacognitive skills
as opposed to the sample of children with inadequate metacognitive skills but without learning difficulties, where their occurrence
was rather a one off. The implications of this study for diagnosis and treatment will be discussed later in this paper. 相似文献
6.
Metacognitive control is an important factor for successful learning and has been shown to increase across childhood and adolescence. Only few studies have attempted to investigate the cognitive processes and psychological mechanisms that subserve metacognitively-based control and the development thereof. Accordingly, the aim of the current study was to gain an insight into the cognitive and psychological correlates that relate to metacognitively-based control processes. Specifically, we were interested in two measures of metacognitive control: learners’ ability to self-regulate their study time in a study time allocation paradigm, as well as the efficiency with which they allocated their study time. It was of particular interest to explore the relation between declarative metamemory and procedural metacognitive skills. In addition, we assessed learners’ general cognitive and executive abilities. We tested a group of 10-year olds and a group of adults. Surprisingly, and in contrast to previous studies, the current study does not support a relation between declarative metamemory and procedural skills, or executive functions and intelligence and procedural skills. We interpret our results in line with a dual systems view of metacognitive abilities and further speculate whether procedural skills might become increasingly independent and automated with age. 相似文献
7.
Wolfgang Schneider Matthias Schlagmüller Mechtild Visé 《European Journal of Psychology of Education - EJPE》1998,13(1):91-103
This paper consists of two major parts. First, research exploring possible interactions between metamemory and domain-specific knowledge in influencing children’s text recall and comprehension is briefly summarized. Overall, the findings indicate that metacognitive knowledge does make a difference even in cases where domain-specific knowledge is rich. Second, a recent experiment conducted in our lab and investigating the generalizability of this conclusion for sort-recall tasks is described in more detail. Third — and fourth-grade soccer experts and novices were first given a comprehensive metamemory questionnaire and then administered a sort-recall tasks using two different picture lists: whereas one list included items from various semantical categories (e.g., animals, clothes), the other list was composed of soccer pictures that could be classified in several categories such as players, kicks, or equipment. The results showed that although domain-specific knowledge had a strong impact on recall of the soccer list, general metacognitive knowledge made an independent contribution, particularly for the group of soccer experts. More specifically, good metamemory positively affected the recall of experts but had no impact on novices’ memory performance. 相似文献
8.
We designed from scratch a minimal manual of the kind proposed by Carroll (1990) for Unix e-mail. The design process involved acquiring from a set of experts information about e-mail use that would be helpful to novices, and acquiring from novices information that guided subsequent versions of the manual. The seventh version of the minimal manual was tested against a commercial manual, in a comparative performance experiment, with 30 naive subjects. It had approximately 13% of the pages of the commercial manual; it resulted in 30% faster learning and more effective use of the e-mail system overall, and significantly better performance on individual subtasks; including the recovery from errors. Significantly more users were satisfied with it than with the conventional manual. Carroll's general principles of manual design for minimal manuals were found to be a good basis for design, and we suggest these guidelines are suitable for the design of such manuals from scratch. 相似文献
9.
Halszka Jarodzka Katharina Scheiter Peter Gerjets Tamara van Gog 《Learning and Instruction》2010,20(2):146-154
Tasks with a complex, dynamic visual component require not only the acquisition of conceptual/procedural but also of perceptual/attentional skills. This study examined expertise differences in perceiving and interpreting complex, dynamic visual stimuli on a performance and on a process level, including perceptual and conceptual strategies. Performance, eye movement, and verbal report data were obtained from seven experts and 14 novices. Results show that experts compared to novices attend more to relevant aspects of the stimulus, use more heterogeneous task approaches, and use knowledge-based shortcuts. Implications for instructional design for the acquisition of perceptual skills are discussed. 相似文献
10.
In an earlier study we found that intermediate experts in the domain of economics did not surpass novices in complex learning and knowledge application with a computer-based business simulation. In the present study, it was investigated whether these contra-intuitive findings can be replicated. In order to scrutinize the reasons which led to these findings, some parameters of the learning environment were changed. The duration of the exploration phase and of the problem-solving phase as well as the complexity of the situations were increased, motivation and acquired declarative knowledge were assessed. In view of mastering recurring demands and the functionality of mental models, no differences were found between a group of novices (15 students of humanities with a supplementary training in economics) and a group of intermediate experts (13 advanced students of economics). The findings of the original study were replicated, motivation had no effect on the result. In terms of declarative knowledge, the novices turned out to be even better. 相似文献
11.
This study shows the results of a two-year longitudinal study where the same participants were followed for two consecutive years as they enter secondary school (aged 12–14 years). The main issue was to investigate the development of both the quantity and the quality of metacognitive skills. Another issue was to establish whether the development of metacognitive skillfulness is intelligence-related or relatively intelligence-independent. Finally, the generality vs. domain-specificity of developing metacognitive skillfulness was investigated. Thirty-two secondary school students participated in this study. While thinking aloud they performed two different tasks representing two different domains: A text-studying task for history and a problem-solving task for math. Participants' intellectual ability, metacognitive skillfulness and learning performance were assessed. Results show a quantitative as well as a qualitative growth in metacognitive skillfulness. Furthermore, results of both years show that metacognitive skillfulness contributed to learning performance (partly) independent of intellectual ability. A parallel development of metacognitive and intellectual ability was found. Finally, metacognitive skills predominantly appear to be general. Domain-specific metacognitive skills, however, played a substantial, but minor role as well in both years. Instructional implications are being discussed. 相似文献
12.
专家与新手的差距更多体现在一系列的自动化操作上。专家在问题解决的过程中使用了更多的自动化的心智过程,他们常是从整体出发,采用分类和组块的方式缩小问题空间,同时还会应用一些启发式问题解决策略。练习和反馈是动作技能养成的重要途径,结合专家技能的养成规律,职业教育中必须加强技能学习的情境性和练习的变化性,提高学生学习技能的动机,加强实训环节的科学性。 相似文献
13.
Phillip J. Moore 《Journal of Research in Reading》1988,11(1):3-14
Reading researchers recently have turned their attention to co-operative forms of learning and teaching. One particular form of co-operative teaching is reciprocal teaching which involves the reciprocal interaction of experts and novices in explicit, overt demonstrations of strategy use. Scaffolding, active meaningful involvement, feedback, and fading of the expert's leading the interactions are seen as critical elements of the technique. This paper outlines the theoretical underpinnings of the technique and reviews research examining the effects of reciprocal teaching of comprehension strategies (summarising, predicting, clarifying, questioning) on comprehension disabled subjects. In general the findings show powerful effects, effects that transfer and generalise. The potential of the technique for enhancing other reading skills is discussed. 相似文献
14.
Ming-Te Wang Cristina D. Zepeda Xu Qin Juan Del Toro Kevin R. Binning 《Child development》2021,92(5):e957-e976
This article used self-regulated learning as a theoretical lens to examine the individual and interactive associations between a growth mindset and metacognition on math engagement for adolescent students from socioeconomically disadvantaged schools. Across three longitudinal studies with 207, 897, and 2,325 11- to 15-year-old adolescents, students’ beliefs that intelligence is malleable and capable of growth over time only predicted higher math engagement among students possessing the metacognitive skills to reflect upon and be aware of their learning progress. The results suggest that metacognitive skills may be necessary for students to realize their growth mindset. Thus, growth mindsets and metacognitive skills should be promoted together to capitalize on the mutually reinforcing effects of each, especially among students in socioeconomically disadvantaged schools. 相似文献
15.
Fleurie Nievelstein Tamara van Gog Henny P. A. Boshuizen Frans J. Prins 《Instructional Science》2010,38(1):23-35
Due to the complexity of the legal domain, reasoning about law cases is a very complex skill. For novices in law school, legal
reasoning is even more complex because they have not yet acquired the conceptual knowledge needed for distilling the relevant
information from cases, determining applicable rules, and searching for rules and exceptions in external information sources
such as lawbooks. This study investigated the role of conceptual knowledge in solving legal cases when no information sources
can be used. Under such ‘unsupported’ circumstances, novice and advanced students performed less well than domain experts,
but even experts’ performance was rather low. The second question addressed was whether novices even benefit from the availability
of information sources (i.e., lawbook), because conceptual knowledge is prerequisite for effective use of such sources. Indeed
availability of the lawbook positively affected performance only for advanced students but not for novice students. Implications
for learning and instruction in the domain of law are discussed. 相似文献
16.
反省与高技能人才培养 总被引：1，自引：0，他引：1
反省能够整合和澄清自我经验、坚定行为信念、纠正错误行为和指引未来行为、将理论与实践相统一。反省能促进高技能人才的素质发展,是区别专家与新手的标志之一,反省的实务工作者有更强的问题解决能力。因此,培养反省能力是高技能人才培养过程中不可缺少的。 相似文献
17.
Bernadet de Jager Margo Jansen Gerry Reezigt 《School Effectiveness & School Improvement》2013,24(2):179-196
Constructivist ideas have influenced recent major innovations in Dutch secondary education and new curricula for reading and math in primary education, for example, pay much more attention to metacognition than before. In our study, we compared the growth of student metacognition in varying learning environments, direct instruction, and cognitive apprenticeship in primary school. The study also included a control group of teachers. In order to measure metacognition we developed a questionnaire, with separate parts for metacognitive skills and metacognitive knowledge. In the item selection procedure we made use of item response modeling. It was found that in the direct instruction and the cognitive apprenticeship group the pupils had higher scores on metacognitive skills and metacognitive knowledge compared to the control group pupils. No clear differences were found between direct instruction and cognitive apprenticeship. Interactions of learning environment and student intelligence were non-significant for both output measures. 相似文献
18.
《Learning and Instruction》2006,16(4):374-387
Three models representing different relations between intellectual ability, metacognitive skills, and learning were compared. The conditions under which each of these models holds were investigated, on the basis of the threshold of problematicity theory [Elshout, J. J. (1987). Problem solving and education. In E. De Corte, H. Lodewijks, R. Parmentier, & P. Span (Eds.), Learning and instruction (pp. 259–273). Oxford/Leuven: Pergamon Books/University Press]. Novice and advanced learners (N = 44) passed through a computer-simulated inductive-learning environment of different complexity levels. Results show that correlational patterns between intellectual ability, metacognitive skilfulness, and learning outcomes of novice learners at the easy level were similar to the patterns of advanced learners at the intermediate level. Metacognitive skilfulness rather than intellectual ability appears essential for learning when learners operate at the boundary of their knowledge. 相似文献
19.
Paulette Rozencwajg 《European Journal of Psychology of Education - EJPE》2003,18(3):281-294
The aim of this study on 42 seventh graders (ages 12–13) was to determine whether and to what extent students’ metacognitive
level is linked to their conceptualization and performance in problem solving at school, especially science problems. This
hypothesis is supported by a number of studies showing that metacognition is a factor in learning. Two indexes were devised
for the study: an index of metaknowledge about classroom learning, and an index of metacognitive monitoring in relation to
task difficulty on a non-academic problem. These two indexes were related to the students’ intelligence test scores and solving
strategies on electricity problems. The results showed that (1) the metaknowledge level was more closely tied to crystallized
intelligence (Gc), and (2) metacognitive monitoring was more closely associated with fluid intelligence (Gf). Moreover, both
metacognitive indexes were strongly linked to scientific problem-solving strategies (correlations around .50). 相似文献
20.
甄燕 《和田师范专科学校学报》2010,29(4):192-193
本文首先对元认知及元认知在体育领域的发展现状进行了阐述,并采用调查法对长春市初中生使用元认知的情况及制定实验方案对体育课上学生运用元认知学习运动技能的成绩情况进行分析,从而得出它对体育运动技能学习的重要性。 相似文献