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我们采用了“学习—判断—再认”过程,以及“等级量表与再认测验”相结合的方法,对10—15岁少年儿童记忆监控中预计精确能力的发展进行了实验研究。实验企图探讨10—15岁少年儿童的记忆预计精确能力是否随年龄的增长而增长,从而证明其在少年儿童智力发展中的作用。给果表明,10—15岁少年儿童的记忆预计精确能力的发展趋势基本上是随年龄的增长而增长,但是不平坦;“感觉知道”经验在记忆的信息编码、储存和提取中起到了指导器和激活器的作用。同时表明,被试对自己信息储存的方式和位置是有监控意识的。这些规律的发现不仅为培养学生的智力提供了理论基础,而且为在教学中如何按学生的元认知特点进行教学有着特别重要的实践意义。
We used the “learning-judgment-re-recognition” process and the combination of “grading scale and recertification test” to experimentally study the development of predictive accuracy in memory monitoring of children aged 10-15 years. The experiment attempts to investigate whether the predicted accuracy of memory of children aged 10-15 grows with age and thus justifies their role in intellectual development of children and adolescents. The results show that trends in the predictive accuracy of memory of 10-15-year-old children are basically growing with age, but are not as flat; the experience of “sensory knowing” has been instrumental in encoding, storing and retrieving information in memory The role of the device and activator. At the same time, it shows that subjects are monitoring the way and location of their information storage. The discovery of these laws not only provides the theoretical basis for the cultivation of students’ intelligence, but also has a very important practical significance for teaching students how to teach according to their metacognitive characteristics.