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1.
According to Cognitive Load Theory, learning material should be designed in a way to decrease unnecessary demands on working memory (WM). However, recent research has shown that additional demands on WM caused by less legible texts lead to better learning outcomes. This so-called disfluency effect can be assumed as a metacognitive regulation process during which learners assign their cognitive resources depending on the perceived difficulty of a cognitive task. Increasing the perceived difficulty associated with a cognitive task stimulates deeper processing and a more analytic and elaborative reasoning. Yet there are studies which could not replicate the disfluency effect indicating that disfluency might be beneficial only for learners with particular learner characteristics. Additional demands on working memory caused by disfluent texts are possibly just usable by learners with a high working memory capacity. Therefore the present study investigated the aptitude-treatment-interaction between working memory capacity and disfluency. Learning outcomes were measured by means of a retention, a comprehension, and a transfer test. Moreover, the three types of cognitive load (intrinsic, extraneous, and germane) were assessed. The results revealed significant aptitude-treatment-interaction effects with respect to retention and comprehension. Working memory capacity had a significant influence only in the disfluency condition: The higher the working memory capacity, the better the retention and comprehension performance in the disfluency condition. No effects were found with respect to transfer or cognitive load. Thus, the role of metacognitive regulation and its possible effects on cognitive load need further investigation. 相似文献
2.
Aukse Balcytiene 《Instructional Science》1999,27(3-4):303-328
This empirical study reports on cognitive activities when hypertext readers construct interpretations, appreciate multiple perspectives and become able to manipulate the knowledge-construction process itself. A variety of methods of data collection for exploring the cognitive activities of students were produced. Quantitative results show that, in general, all students profit from their learning activities. A more detailed analysis reveals that lowprior-knowledge students benefited more from working with the hypertext program than those with high prior knowledge. From qualitative data analysis, three typical hypertext reading patterns were discovered: (1) systematic reading, (2) systematic versus explorative reading, and (3) exploration due to individual preferences. Also, it was found that, on the basis of their hypertext reading behaviour, the students could be divided into two groups, which are called self-regulated and cue-dependent learners. It seems that information presentation with hypertext appears to be the most beneficial to self-regulated readers who are to a higher degree capable of using metacognitive skills and possess, at the same time, a lesser degree of test anxiety. It is the self-regulated learner who profits most from a hypertext program. 相似文献
3.
Over the years, the multiple intelligences theory (MIT) proposed by Howard Gardner has renewed interest in learners’ use of effective learning strategies and produced interesting results. This MIT-oriented study investigated the role of successful L2 readers’ multiple intelligences in their effective use of reading strategies. To this end, a TOEFL reading comprehension test was administered to a cohort of 135 English as a foreign language students at several universities in the southwest and centre of Iran, and 80 students were identified as successful L2 readers based on the ETS rating scale and their TOEFL scores. Then, they answered an MI questionnaire originally developed by Armstrong and a reading strategies inventory adapted by Singhal. The data were quantitatively analysed using correlations and multiple regressions. The results revealed that linguistic, logical–mathematical and intrapersonal intelligences were the good L2 readers’ most dominant intelligences, while bodily intelligence was the least common type. In addition, they mostly employed metacognitive and cognitive strategies but rarely drew upon affective and compensation strategies while reading. Further, there was a significant positive relationship between linguistic, logical–mathematical, spatial, interpersonal, and intrapersonal intelligences and the use of metacognitive and cognitive reading strategies. Similar relationships were also found between linguistic intelligence and the participants’ use of memory strategy, on one hand, and between interpersonal intelligence and compensation and social strategy use, on the other. Importantly, linguistic and intrapersonal intelligences as well as metacognitive and cognitive strategy use were shown to be the best predictors of reading comprehension. Finally, the theoretical or pedagogical implications of the findings are discussed. 相似文献
4.
任瑜 《潍坊教育学院学报》2012,25(5):97-100
鉴于英语阅读教学的重要性并结合元认知理论,对140名大学一年级新生进行了近一学期的元认知策略培训,了解元认知策略对提高大学生阅读能力的可行性。研究结果表明:元认知策略培训较传统阅读教学模式能更好地促进学生的阅读水平,将策略培训融入课堂教学来培养学生成为自主阅读者是有效途径之一。 相似文献
5.
结合定性描述和定量分析的方法作了探究,在把英语作为外语的阅读环境下,图式训练对于阅读能力的影响,实验结果表明,图式策略训练确实能够促进学生对信息的理解,提高阅读技能,从而证明了图式训练策略的有效性和推广性,也证明了图式训练对于提高阅读者在合适的时间采用合适的阅读策略的意识的必要性。 相似文献
6.
Pre‐reading activities such as title discussion and vocabulary training have been shown to be effective in decreasing oral reading errors and increasing reading rate and comprehension across a range of reading levels. Experiment 1 in this paper examines the effects of these cognitive activities in combination on the reading comprehension of three adult ESL emergent readers. Experiment 2 explores the relative effects of this procedure, and a metacognitive strategy for presenting these pre‐reading techniques, on the comprehension levels of five adult ESL learners. Single subject research designs were employed in both studies. Results of both studies indicate that the cognitive strategy was effective in raising comprehension levels. However, in Experiment 2, the metacognitive instructional strategy, while similarly effective in raising comprehension levels, was also associated with enhanced maintenance in a subsequent non‐treatment phase. Implications of these findings for instructional practice with ELS learners, both proficient and novice first language readers, are considered. 相似文献
7.
近几年,元认知策略作为学习策略中一种高级策略,已经受到越来越多学者的关注。相关研究表明,对元认知知识具有良好理解力的语言学习者通常会根据他们自己的设定的目标制定相应的学习计划,并有意识的监控和评价他们自己的学习过程。因此,元认知策略的应用和自主学习之间是有密切的关系。该研究是针对元认知策略培训和自主学习之间的相关性的实证研究。 相似文献
8.
The present study examined children's digital text comprehension of digital text types linear digital text vs hypertext, with or without graphical navigable overviews. We investigated to what extent individual variation in children's comprehension could be explained by lexical quality (word reading efficiency and vocabulary knowledge), cognitive load factors (prior knowledge and working memory), text type and graphical overview. Participants were 93 sixth graders in a within‐subject design. Word reading efficiency, vocabulary knowledge and prior knowledge predicted children's digital comprehension scores, while working memory did not. Reading comprehension was equal for linear text or hypertext. However, the presence of an overview facilitated reading comprehension for readers with lower prior knowledge. It can be concluded that hypertexts with basic digital text features and accompanying comprehension questions are not more difficult for children than linear digital texts, that similar individual factors predict reading comprehension of linear text and hypertext, and that a graphical overview helps when prior knowledge is low. 相似文献
9.
崔燕宁 《晋城职业技术学院学报》2012,5(3):33-36
本文以O’Malley和Chamot等人的学习策略理论为依据,对高职英语专业学生进行元认知策略培训实证研究,旨在提高英语学习者的策略意识和运用学习策略的自觉性和主动性。实践证明,对英语专业学生进行元认知策略培训有助于提高其自主学习的能力。 相似文献
10.
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
11.
Marja Vauras Riitta Kinnunen Tiina Rauhanummi 《European Journal of Psychology of Education - EJPE》1999,14(4):555-569
In the present study, the role of metacognition in the context of integrated strategy intervention was examined. The integrated
strategy training in reading comprehension, mathematics, and metacognition was carried out over a period of seven months with
young 9–10-years-old, 3rd grade elementary school students with learning problems. A pretest-post test design with matched
intervention and control groups was applied. Before the intervention, these students and all their classmates had been followed
up through 1st to 3rd grade, and tested with multiple cognitive and metacognitive tasks each year. The results showed that
early, 1st grade, cognitive-metacognitive differences were strongly associated with later problem solving and reading comprehension
proficiency, thus confirming the importance of reading comprehension strategies and metacognition in mathematical problem
solving. Further, marked training effects were found. The growth of metacognitive awareness, experiences and self-regulation
were observed on the basis of behaviour analyses during the intervention and of post-intervention interviews. However, despite
significant training effects, students who were resistant and those who were responsive to training were identified. The results
showed that early metacognitive proficiency is closely associated with the responsiveness to training efforts. The nature
of metacognitive experiences and the early teaching of metacognitive awareness and self-regulation are emphasised in the conclusions. 相似文献
12.
听力策略培训能提高英语学习者的听力理解能力,在教学中合理运用元认知策略是提高听力理解能力的有效途径。把元认知策略同听力活动结合起来,探讨了元认知策略在大学英语听力课堂活动中的具体应用。 相似文献
13.
Prior beliefs often bias the comprehension of multiple science-related texts such that belief-consistent texts are better comprehended compared to belief-inconsistent texts (text-belief consistency effect). Two experiments were conducted to investigate whether a metacognitive strategy training focusing on belief-biasing validation processes can reduce the text-belief consistency effect in multiple text comprehension. Participants in the control condition received the PQ4R training as a well-situated and effective reading skill training that increases receptive elaborative processing. In Experiment 1 (n = 39) and Experiment 2 (n = 53) participants receiving a metacognitive strategy training achieved a similar level of comprehension of belief-consistent and belief-inconsistent texts, whereas a text-belief consistency effect was found in the PQ4R condition. These results indicate that a training focusing on belief-biasing validation processes prepare readers for the challenges to comprehend belief-relevant multiple texts, whereas strategies that foster receptive processing of information are not sufficient in the context of controversially discussed topics. 相似文献
14.
Karin I. E. Dahlin 《Reading and writing》2011,24(4):479-491
This study examines the relationship between working memory and reading achievement in 57 Swedish primary-school children
with special needs. First, it was examined whether children’s working memory could be enhanced by a cognitive training program,
and how the training outcomes would relate to their reading development. Next, it was explored how differential aspects of
working memory are related to children’s reading outcomes. The working memory training yielded effects, and these effects
appeared beneficial to children’s reading comprehension development. Working memory measures were found to be related with
children’s word reading and reading comprehension. The results show that working memory can be seen as a crucial factor in
the reading development of literacy among children with special needs, and that interventions to improve working memory may
help children becoming more proficient in reading comprehension. 相似文献
15.
According to the modality effect in multimedia, a text accompanying a picture should be auditorily presented instead of visually in order to avoid split of attention. In two experimental studies (34 and 78 participants, respectively), the impact and possible compensatory effects of two aptitude variables, that is, memory strategy skills and working memory capacity, on multimedia learning were tested. Aptitude–treatment–interaction effects were found with respect to comprehension (Study 1) and transfer (Study 2). The modality effect was confirmed for less-skilled learners in memory strategy use but not for highly skilled ones. Memory strategy skills and working memory capacity differentially affected multimedia learning, depending on task features and demands. 相似文献
16.
庄小荣 《淮南职业技术学院学报》2013,(1):71-75
通过对广东大学生进行英语语音学习策略的调查,分析学生的英语语音学习常用策略,英语专业和非英语专业学生在策略使用上的差异,通过检验不同之处为英语语音教学作参考。 相似文献
17.
黄庆斌 《湖北成人教育学院学报》2011,17(4):113-114
元认知理论为提高非英语专业学生英语阅读能力提供了新视角.在英语教学中,教师应注意让学生的元认知知识全面发展,引导学生将元认知知识运用到实际的阅读活动中去,激发学习动机,提高英语阅读水平. 相似文献
18.
通过对元认知策略使用情况的调研来探讨大学英语听力教学。元认知策略的培养能够使学生更好的把握听力思维过程,提高听力课的教学效果,加强学生自主学习的能力。调研结果显示,学生的策略使用情况处于中等水平,大部分只是偶尔或有时使用学习策略,针对这一结果,根据O’Malley和Charnot的论述设计了有针对性的学习策略课堂培训,并进行了讨论。学习策略培训在课堂上的应用将有利于大学英语教学“培养学生的英语综合应用能力,特别是听说能力”这一目标的实现。 相似文献
19.
Feng Teng 《Literacy》2020,54(1):29-39
This paper presents a small‐scale study examining the effects of metacognitive reading strategy instruction on English language learners' reading comprehension in a Hong Kong international school. Twenty‐five primary school (Grade 5) students who learn English as a second language participated in this study. Metacognitive instruction was incorporated into 10 process‐based reading lessons. Data were collected from notes learners took during reading, post‐reading reflection reports, teacher‐facilitated group discussions and two types of reading tests. Results revealed that the young learners could articulate several knowledge factors that influenced their reading. In addition, learners reported a better understanding of the nature and demands of reading, a deeper awareness of metacognitive knowledge in improving reading comprehension and increased confidence in handling reading exercises. The learners also showed enhanced reading performance compared to those in a control group without metacognitive intervention. This study highlights the potential of metacognitive instruction to enhance primary school English learners' reading literacy. 相似文献
20.
元认知听力理解策略培训研究 总被引：1，自引：0，他引：1
杨善江 《河南职业技术师范学院学报(职业教育版)》2007,(1):119-122
元认知策略是学习者的自我意识和自我调控,是计划、监控和评价,是适用于各种学习任务的一种学习策略。本研究提出将元认知策略培训与高职高专英语听力教学听力策略培训相结合的设想。该研究表明:基于元认知策略培训的高职高专英语听力教学有助于增强学生的元认知意识,有助于提高学生的听力成绩。 相似文献