Garrett Adia J, Mazzocco Michèle M M, Baker Linda
University of Maryland, Baltimore County.
Learn Disabil Res Pract. 2006 May 1;21(2):77-88. doi: 10.1111/j.1540-5826.2006.00208.x.
Metacognition refers to knowledge about one's own cognition. The present study was designed to assess metacognitive skills that either precede or follow task engagement, rather than the processes that occur during a task. Specifically, we examined prediction and evaluation skills among children with (n = 17) or without (n = 179) mathematics learning disability (MLD), from grades 2 to 4. Children were asked to predict which of several math problems they could solve correctly; later, they were asked to solve those problems. They were asked to evaluate whether their solution to each of another set of problems was correct. Children's ability to evaluate their answers to math problems improved from grade 2 to grade 3, whereas there was no change over time in the children's ability to predict which problems they could solve correctly. Children with MLD were less accurate than children without MLD in evaluating both their correct and incorrect solutions, and they were less accurate at predicting which problems they could solve correctly. However, children with MLD were as accurate as their peers in correctly predicting that they could not solve specific math problems. The findings have implications for the usefulness of children's self-review during mathematics problem solving.
元认知是指关于一个人自身认知的知识。本研究旨在评估任务参与之前或之后的元认知技能，而非任务执行过程中发生的过程。具体而言，我们考察了二至四年级有（n = 17）或无（n = 179）数学学习障碍（MLD）的儿童的预测和评估技能。我们要求儿童预测他们能够正确解答几道数学题中的哪一道；之后，要求他们解答这些题目。我们还要求他们评估自己对另一组题目中每道题的解答是否正确。儿童评估数学题答案的能力从二年级到三年级有所提高，而他们预测自己能够正确解答哪些题目的能力并未随时间变化。与无数学学习障碍的儿童相比，有数学学习障碍的儿童在评估自己正确和错误的解答时准确性较低，并且在预测自己能够正确解答哪些题目时准确性也较低。然而，有数学学习障碍的儿童在正确预测自己无法解答特定数学题方面与同龄人一样准确。这些发现对儿童在解决数学问题过程中进行自我检查的效用具有启示意义。
