The relationship between metacognitive knowledge and metacognitive experiences: Acquisition and re-elaboration

作     者：Melot, AM 

作者机构：Univ Paris 05 EPHE Lab Cognit & Commun F-75005 Paris France Univ Paris 05 CNRS F-75005 Paris France 

出 版 物：《EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION》 (欧洲教育心理学杂志)

年 卷 期：1998年第13卷第1期

页      面：75-89页

核心收录：

学科分类：0402[教育学-心理学(可授教育学、理学学位）] 0401[教育学-教育学] 04[教育学] 

主　　题：categorization memorization metacognitive knowledge metacognitive experiences re-elaboration training with feedback verbalization 

摘      要：Six-to nine-year-old children participated in a training experiment concerning study and recall of categorized items. Explicit feedback given during training sessions was devoted to emphasize the relationship between strategy use and recall performance. Verbal descriptions of the contents of these training sessions were asked before a delayed post-test, given two weeks later. It appears from the results that: (1) The degree of understanding of the information provided by training with explicit feedback, as indicated by subjects verbal descriptions, is a good predictor of strategy maintenance on the post-test. Explicit feedback provides subjects with information about the relationship between procedures and results. However, only those subjects who were able to re-elaborate this information were able to construct more permanent metacognitive knowledge;(2) Such a form of cognitive re-elaboration appears to be necessary for acquired metacognitive knowledge to have a regulatory effect on subsequent behavior;and (3) The level of a subject s prior metacognitive knowledge seems to be one of the determinants in the ability to efficiently integrate new metacognitive knowledge by re-elaboration of metacognitive experiences.