小学高年级学生元认知监测对认知操作输出的影响:执行功能的调节作用

研究采用经典的执行功能测验-威斯康星卡片分类任务，通过自由报告法让被试对每次分类反应进行元认知监测、控制，以探讨小学五、六年级学生元认知控制、执行功能在元认知监测对认知操作输出（奖惩分数、正确应答比例提高指标）影响中的调节作用。研究结果发现：（1）执行功能指标中完成分类数、错误分类数、非持续性错误数、持续性错误数指标在元认知监测与正确应答比例提高之间的调节作用显著；（2）元认知监测在较低的执行功能水平上具有促进作用，即，当执行功能水平较低时，有效的元认知监测可以提高认知操作的输出成绩。研究结果支持元认知监控是与动机有关的、有意识的调节控制，为从理论上厘清元认知监控与执行功能的关系提供了实证支持。

How Metacognitive Monitoring Influence WCST of Higher Graders in Primary School: The Moderating Role of Executive Function

The present study examined the moderator role of metacognitive control and executive function in the effect of metacognitive monitoring on cognitive operation of Wisconsin Card Sorting Test. A total of 60 primary school students in grade 5 and 6 were employed, and were asked to make confidence judgment on each classification and choose whether to include the classification results in the total score. Reward score and improvement ratio in WCST were used to represent the performance of cognitive operation. The results showed that:(1) Executive function played as moderator of the association between metacognitive monitoring and functional outcome of cognitive operation; (2) When the executive function was poor, higher levels of metacognitive monitoring predicted better cognitive performance. The findings of the current study reveal that metacognitive monitoring is a kind of regulation and control ability related to motivation, which provides empirical support to clarify the relationship between metacognitive monitoring and executive function.