CAJ | 학술논문

研究采用认知操作法，对经典的MasterMind任务加以改编，结合访谈分析，探讨了适合考察元认知监控的任务难度和有效的元认知监控指标。结果发现：（1）对于大学生来说，当知觉难度最大且又可以经过努力选择策略、根据反馈进行有效选择时，才会在最大程度上激发元认知监控；（2）“监测时间”是元认知监测的有效测量指标，而“违背反馈次数”是元认知控制的有效测量指标。
연구채용인지조작법，대경전적MasterMind임무가이개편，결합방담분석，탐토료괄합고찰원인지감공적임무난도화유효적원인지감공지표。결과발현：（1）대우대학생래설，당지각난도최대차우가이경과노력선택책략、근거반궤진행유효선택시，재회재최대정도상격발원인지감공；（2）“감측시간”시원인지감측적유효측량지표，이“위배반궤차수”시원인지공제적유효측량지표。
Metacognitive monitoring refers to people＇s ability to know and control their own mental functioning. It is a kind of psychological action which possess deep implicit, which composed of monitoring processes and control processes. Many methods for the assessment of metacognition monitoring have their pros and cons. At present, on-line methods appear to be much suited to measure it, hut it is difficult to design the task. Master Mind game has been extensively used in psychological and educational research. It is a game for two players, in which one, chooses a secret combination of three or four colors. The other players must find out which colors have been chosen and in which order they have been placed. The present study aimed to analyse the usefulness of different kinds of Master Mind game and obtain valid scores that adequately reflected metacognitive monitoring. Using multi-method designs such as interview, a dynamic assessment format of Master Mind game was developed in order to investigate metacognitive monitoring. Thirty four university students participated in the study. First, participants were asked to complete Raven＇ s Progressive Matrices, and then they were required to complete four groups of Master Mind game in limited moves. The four groups game were different from numbers of colors（ choose three colors from five colors possible, choose four colors from six colors possible ） and whether required to put them in right order. After each attempt, feedback was given to inform participants of how many colors were correct and how many were placed in the correct location. The program was designed to make participant had to use information of feedback. Participants could look over feedback information of last time or all information at any time. Interview followed every group of game. The results showed that：（1）Only when the task was rather difficult and strategies were searched, metacognitive monitoring can be triggered, such as in Game 4 （choose four colors from six colors possible, and put them in right order ） ; （2） As for metacognitive monitoring indexes recorded on computer, the proportion of feedback time represented university students＇ metacognitive monitoring level, while the frequency of violation of looking feedback information well reflected college students＇ metacognitive control level. At present, multi-method designs is scarcely available on metacognitive monitoring. The use of Master Mind which provides valid and reliable assessment is a meaningful attempt .