CAJ | 학술논문

采用问卷情景导入,通过真实事件材料考察了初中生的元认知能力对其产生事后偏差的影响,及此影响是否仅存于假设型范式中。结果发现：在两种范式下,元认知能力较高的初中生所表现出的事后偏差均显著低于元认知能力较低者。在不同范式下,起显著预测作用的元认知能力成分有所不同。在回忆型范式中,初中生的元认知技能和元认知体验能力越强,其事后偏差越小;而在假设型范式中,初中生的元认知知识和元认知技能越强,其事后偏差越小。
채용문권정경도입,통과진실사건재료고찰료초중생적원인지능력대기산생사후편차적영향,급차영향시부부존우가설형범식중。결과발현：재량충범식하,원인지능력교고적초중생소표현출적사후편차균현저저우원인지능력교저자。재불동범식하,기현저예측작용적원인지능력성분유소불동。재회억형범식중,초중생적원인지기능화원인지체험능력월강,기사후편차월소;이재가설형범식중,초중생적원인지지식화원인지기능월강,기사후편차월소。
The effect of individual meta-cognitive ability on hindsight bias was investigated throngh the materials of real events among junior high school students. Also investigated was,whether this effect could be found in the hypothetical design only. The results showed that：compared with students with lower meta-cognitive abilities,students with higher meta-cognitive abilities showed less hindsight bias; In addition,components of meta-cognition played different roles in different designs. In the memory design,the significant predictive roles in dhindsight bias were meta-cognition skills and meta-cognition experience. The students who showed greater abilities in these two aspects generated less hindsight bias. In the hypothetical design,the significant predictive roles were meta-cognition knowledge and meta-cognition skills. Students with stronger abilities in these two had less bias.