学习困难儿童元记忆能力的实验研究

该研究以有和无意义联系的两种中文词对为材料,采用2×3×2混合实验设计,对小学三到五年级的学习困难儿童与学优儿童的JOL监测判断水平和学习时间分配之间的差异及其发展特点进行研究。结果表明：（1）学习困难儿童的JOL判断等级显著低于学优儿童;（2）在自定步骤学习过程中,随着年级增长,学习困难儿童能够根据学习材料的性质决定其学习时间的分配策略,表现出一定的元记忆控制能力,但其分配策略的有效性不高;（3）学习困难儿童的JOL监测判断水平和学习时间分配策略从小三到小五在缓慢提高;（4）学习困难儿童的JOL监测判断和学习时间分配之间存在交互影响。

METAMEMORY ABILITY OF CHILDREN WITH LEARNING DIFFICULTIES

Compared with learning-better children, this experiment studied the level of JOLs and allocation of self-paced study time of children with learning-disabled, and their developing characteristics. Also we studied the interaction between the metamemory monitoring and control. This experiment was 2×3×2 mixed design. The results showed that:(1)The degree of JOLs of children′s with learning-disabled was lower than learning-better children.（2）In the self-paced study, learning-disabled children allocated much more time on the judged difficult items. The difference between children with learning-disabled and learning-better children was significant.（3）There were developing trends on level of JOLs of children′s with learning-disabled and metamemory control.（4）There was interaction between JOLs and allocation of self-paced studytime.