元认知训练的逻辑地位。

The logical status of metacognitive training.

作者信息

Tharp R G, Gallimore R

出版信息

J Abnorm Child Psychol. 1985 Sep;13(3):455-66. doi: 10.1007/BF00912728.

Abstract

It is argued that knowing-how (to perform) is not dependent on knowing-that (knowing propositions about performance). Existing evidence allows any benefits from "metacognitive" training to be attributed to generalization training, not to the announcement of rules. Rules may encourage the subject to learn new tasks, but these tasks must be learned in the contexts of eventual application.

摘要

有人认为，实践能力（即知道如何去做）并不依赖于理论知识（即知道关于实践的命题）。现有证据表明，“元认知”训练带来的任何益处都可归因于泛化训练，而非规则的宣示。规则或许能促使主体学习新任务，但这些任务必须在最终应用的情境中去学习。