The Development of Metacognitive Knowledge in Children and Adolescents
The Development of Metacognitive Knowledge in Children and Adolescents
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儿童和青少年元认知知识的发展
DOI：
10.1093/oxfordhb/9780199336746.013.10
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发表时间：
2016
期刊：
影响因子：
--
通讯作者：
Löffler
中科院分区：
文献类型：
--
作者：
Schneider;Löffler
从历史上看，关于元认知发展的研究，即关于认知的知识，可以追溯到让·皮亚杰的工作，他认为幼儿不知道有概念、知觉和情感等观点的观点。皮亚杰和他的同事们使用自我中心主义的概念来解释他们在各种社会认知主题上的发展研究结果，例如感知视角的采取，以及对思想、梦想或意图的理解。虽然今天人们普遍认为幼儿并不像皮亚杰认为的那样以自我为中心，但他的观点采取能力和相关的心理知识随着时间的推移发展迅速的说法已经被大量的研究证实(见Flavell，2000)。第二个关于元认知发展的研究是由Brown、Flavell和他们的同事在20世纪70年代初开始的(有关综述，见Brown等人，1983；Flavell，Miller和Miller，1993)。最初，研究的重点是关于记忆的知识，Flavell(1971)将其称为元记忆。后来，这一概念被扩展为“元认知”(Flavell，1979)。元认知被定义为以任何认知活动的任何方面为认知对象或调节任何认知活动的任何知识或认知活动(Flavell等人，1993，第150页)。显然，这是一个非常广泛的概念，包括人们对自己的信息处理技能的知识，以及关于认知任务性质的知识，以及关于应对此类任务的策略的知识。此外，它还包括与监督和自我调节自己的认知活动有关的执行技能。虽然大多数被归类为元认知的发展研究都探讨了儿童的元记忆，即他们关于记忆的知识，但这个术语也被用于研究儿童的理解、沟通和解决问题的技能(Flavell，2000；Schneider and Pressley，1997)。
Historically, research on the development of metacognition, that is, knowledge about cognition, dates back to the work of Jean Piaget and his claim that young children do not know that there are such things as conceptual, perceptual, and emotional perspectives of points of view. Piaget and his colleagues used the concept of egocentrism to interpret the findings of their developmental studies on a wide variety of socialcognitive topics such as perceptual perspective taking, and understanding of thoughts, dreams, or intentions. Although there is broad agreement today that young children are not as egocentric as Piaget believed them to be, his claim that perspective-taking abilities and related psychological knowledge develop quickly over time has been confirmed in numerous studies (see Flavell, 2000).A second line of research on metacognitive development was initiated in the early 1970s by Brown, Flavell, and their colleagues (for reviews, see Brown et al., 1983; Flavell, Miller, and Miller, 1993). At the very beginning, research focused on knowledge about memory, which was coined" metamemory" by Flavell (1971). Later on, the concept was broadened and termed" metacognition"(Flavell, 1979). Metacognition was defined as any knowledge or cognitive activity that takes as its cognitive object, or that regulates, any aspect of any cognitive activity (Flavell et al., 1993, p. 150). Obviously, this is a very broad conceptualization that includes people's knowledge of their own information-processing skills, as well as knowledge about the nature of cognitive tasks, and about strategies for coping with such tasks. Moreover, it includes executive skills related to monitoring and self-regulation of one's own cognitive activities. Although most developmental studies classified as" metacognitive" have explored children's metamemory, that is, their knowledge about memory, the term has also been applied to studies investigating children's comprehension, communication, and problem-solving skills (Flavell, 2000; Schneider and Pressley, 1997).
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影响因子：
1.8
作者：
LENY, JF;LETAILLA.D;DENHIERE, G
通讯作者：
DENHIERE, G
元记忆和记忆构建
影响因子：
2.4
作者：
J. T. O’Sullivan;M. L. Howe
通讯作者：
M. L. Howe
DOI：
--
发表时间：
1984
期刊：
影响因子：
--
作者：
J. Deloache;Ann L. Brown
通讯作者：
Ann L. Brown
DOI：
10.2307/358808
发表时间：
1996-05
期刊：
--
影响因子：
--
作者：
M. Pressley;Peter Afflerbach
通讯作者：
M. Pressley;Peter Afflerbach
幼儿学习组织、检索组织以及一般和特定策略记忆知识之间的关系。
影响因子：
2.6
作者：
G. Lange;R. Guttentag;R. Nida
通讯作者：
R. Nida