Generating keywords improves metacomprehension and self-regulation in elementary and middle school children
Generating keywords improves metacomprehension and self-regulation in elementary and middle school children
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DOI：
10.1016/j.jecp.2011.02.005
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发表时间：
2011-07-01
影响因子：
2.6
通讯作者：
Redford, Joshua
中科院分区：
文献类型：
--
作者：
de Bruin, Anique B. H.;Thiede, Keith W.;Redford, Joshua
监控文本理解的能力，通常被称为元认知准确性，在成年学习者中通常很差：然而，最近已经开发了干预措施来提高准确性。在两个实验中，我们评估是否产生延迟关键字之前，判断理解提高元认知准确性的儿童。对于六年级和七年级的学生来说，在生成关键词时，元压缩的准确性更高。相比之下，对于四年级学生来说，元认知准确性在不同条件下没有差异。元压缩准确性的提高导致了学习规则的改善。本文从情境模型激活的角度讨论了儿童的延迟关键词效应。(C)2011 Elsevier Inc. All rights reserved.
The ability to monitor understanding of texts, usually referred to as metacomprehension accuracy, is typically quite poor in adult learners: however, recently interventions have been developed to improve accuracy. In two experiments, we evaluated whether generating delayed keywords prior to judging comprehension improved metacomprehension accuracy for children. For sixth and seventh graders, metacomprehension accuracy was greater when generating keywords. By contrast, for fourth graders, metacomprehension accuracy did not differ across conditions. Improved metacomprehension accuracy led to improved regulation of study. The delayed keyword effect in children reported here is discussed in terms of situation model activation. (C) 2011 Elsevier Inc. All rights reserved.