Kornell Nate, Metcalfe Janet
Department of Psychology, Columbia University, New York, NY, USA.
J Exp Psychol Learn Mem Cogn. 2006 May;32(3):609-22. doi: 10.1037/0278-7393.32.3.609.
One of the most important reasons to investigate human metacognition is its role in directing how people study. However, limited evidence exists that metacognitively guided study benefits learning. Three experiments are presented that provide evidence for this link. In Experiment 1, participants' learning was enhanced when they were allowed to control what they studied. Experiments 2a-d replicated this finding and showed contributions of self-regulated study to learning. Experiments 3a and 3b showed that, when forced to choose among items they did not know, participants chose the easiest items and benefited from doing so, providing evidence for the link between metacognitive monitoring/control and learning, and supporting the region of proximal learning model of study-time allocation.
研究人类元认知的最重要原因之一是其在指导人们学习方式方面所起的作用。然而，关于元认知指导学习有益于学习的证据有限。本文呈现了三个实验，为这一联系提供了证据。在实验1中，当参与者能够控制所学内容时，他们的学习得到了增强。实验2a - d重复了这一发现，并显示了自我调节学习对学习的贡献。实验3a和3b表明，当参与者被迫在他们不了解的项目中进行选择时，他们会选择最简单的项目，并因此受益，这为元认知监测/控制与学习之间的联系提供了证据，并支持了学习时间分配的近端学习区域模型。
