学习不良儿童元记忆监测与控制的发展

Metamemory Monitoring and Control Development of Children with Learning Disabilities

采用2×3×2的混合设计，在自定步调和对项目逐项评定的学习条件下，对小学四~六年级学习不良儿童的元记忆监测与时间分配策略进行了实验研究。结果表明：在对学习材料难度的有效区分上，学习不良儿童与对照组儿童间无差异，不论学习不良组还是对照组，四年级儿童均不能对实验中配对学习材料难度性质做出明确区分，五、六年级儿童能够很好的区分学习材料难度；在学习判断水平上，五、六年级学习不良儿童均低于对照组儿童，四年级两组之间无差异；从对不同难度学习材料的时间分配来看，四年级学习不良儿童与对照组儿童分配在不同难度材料上的学习时间均无显著差别。五、六年级对照组儿童能够根据学习材料的不同难度分配不同学习时间，而且学习时间分配与难度判断之间存在显著相关。五、六年级学习不良儿童能在一定程度上根据学习材料的不同难度分配不同的学习时间，但这种时间分配与难度判断之间相关未达到显著水平，提示他们尚不能在有效元记忆监测基础上对不同难度学习材料进行合理的时间分配。

Metamemory refers to a system concerns with person’s knowledge and regulating about memory. This research explored the specific process of metamemory monitoring and control development characterized by Chinese learning disabled children in 4~6th grades of primary schools.MethodUsing 2×3×2 mixed design， this experiment examined metamemory monitoring and study-time allocation strategies of 4th to 6th grade learning disabled children under self-paced time and item-by-item judgment conditions. The subjects were 58 learning disabled children and 60 average children.ResultsThe result showed no significant difference between learning disabled children and average children in differentiating difficulties of the study material. Both average and learning disabled children from 5th and 6th grades were able to distinguish among the different degrees of learning material difficulty. However， 4th grade children could not do make the difficulty differentiation. For 5th and 6th graders， statistically significant differences were found between learning disabled children and average children in judgment of learning (JOL). Ratings by learning disabled children were lower than those provided by the average-ability children. There was no significant difference on JOL rating between the two groups of 4th graders. The 5th and 6th grade average ability children were able to allocate different time according to the difficulty of the learning material. The correlation between judgment of learning material easiness and corresponding time allocation was negative and significant. The 5th and 6th grade learning disabled children were able to allocate time according to learning material difficulty. However， there was no significant correlation between easiness judgment and time allocation.ConclusionsThese findings suggest that the relation between metamemory monitoring and time control was not well established for children with learning disabilities in the period of 4th~6th grade. It’s an important difference between learning disabled children and average children from the perspective of metacognitional development.