CAJ | 학술논문

儿童元认知的研究是当前认知发展领域的重点研究方向之一。陈英和等研究者在这个主题下通过理论及实证研究进行了广泛且深入的探讨，不断发展出适合于不同年龄阶段元认知测量的有效工具，综合采用多种方法探讨了儿童青少年的元认知发展特点、元认知及其各子成分在一般认知、社会认知及具体学科领域中的作用机制，以及元认知和一般认知能力的关系。这些研究为进一步探明儿童元认知的发展规律及作用机制提供了证据。
인동원인지적연구시당전인지발전영역적중점연구방향지일。진영화등연구자재저개주제하통과이론급실증연구진행료엄범차심입적탐토，불단발전출괄합우불동년령계단원인지측량적유효공구，종합채용다충방법탐토료인동청소년적원인지발전특점、원인지급기각자성분재일반인지、사회인지급구체학과영역중적작용궤제，이급원인지화일반인지능력적관계。저사연구위진일보탐명인동원인지적발전규률급작용궤제제공료증거。
Children＇s metacognition is one of the important fields in modern cognitive development. We are continuously developing effective tools for measuring metacognition appropriate to different ages. Various methods were used to describe the development of metacognition, to investigate the role of metacognition in the cognition, social cognition and specific academic fields, and to explore the relationship between metacognition and intelligence. It was found that： 1. Categorizing tasks and matching puzzle tasks were used to measure metacognition knowledge. Preschooler＇ s metacognition knowledge, including knowledge about person, task and strategy, increased with age. There were significant changes in metacognition knowledge from three to five years of age, especially the use of inner strategy. The metacognition of primary school children was divided into ongoing and off-line metacognition monitoring. Children＇ s ongoing metacognition increased with the grade ascension, sixth grade students obviously spent more time on planning than second and fourth graders ; off-line metacognition displayed a similar tendency, but in the normal and complex tasks, more children could evaluate the difficulty of tasks in the fourth and sixth grades than the second grades. Considering the individual differences of cognitive style, reflective children use more metacognitive monitoring than impulsive children. 2. Metacognition facilitated problem solving, and the effects of metacognitive monitoring on problem solving were related to the difficulty of tasks. In simple tasks and tasks of medium difficulty, off-line metacognitive judgment was conducive to problem solving; in complex tasks, ongoing metacognitive monitoring facilitated problem solving. In the social cognition fields, a significant correlation was evident between theory of mind, hindsight and metacognition. Significant correlations were found between the TOM social perceptional compo- nent and metaeognition knowledge; there were significant correlations between the TOM social cognitive component and metaeognition regulation and control, especially between the TOM social cognitive component and metacognition strategy. Compared with students with lower metacognitive abilities, students with higher metacognitive abilities showed less hindsight bias. In the memory design, the significant predictive roles in hindsight bias were metaeognition skills and metacognition experience. In the hypothetical design, the significant predictive roles were metaeognition knowledge and metacognition skills. In the specific academic fields, children＇ s metacognition were significantly correlated with their mathematic problems solving, reading and English hearing 3. College students performed two computer-simulated discovery learning tasks to explore the relationship between metacognition and in- telligence. Intelligence, metacognitive skills and learning performances were assessed for each participant. In terms of lower complexi- ty, the relationship pattern was in line with the mixed model ; In terms of higher complexity, intelligence rather than metacognitive skills appeared essential to learning. The impact of intelligence on learning performance increased when task complexity changed from lower to higher. The relationship patterns among intelligence, metacognitive skills and learning performances were different in the two task complexities. The result was consistent with the threshold of problematicity theory.