Self-regulated Study 1 Running Head : SELF-REGULATED STUDY Optimizing self-regulated study : The benefits — and costs — of dropping flashcards
Self-regulated Study 1 Running Head : SELF-REGULATED STUDY Optimizing self-regulated study : The benefits — and costs — of dropping flashcards
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自我调节研究 1 运行头 : 自我调节研究 优化自我调节研究 : 丢弃抽认卡的好处和成本
DOI：
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发表时间：
2012
期刊：
影响因子：
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通讯作者：
R. Bjork
中科院分区：
文献类型：
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作者：
Nate Kornell;R. Bjork
学习活动的自我调节是学生生活中的一个常数-谁必须决定学习什么，什么时候学习，学习多长时间，用什么方法学习。我们在一个共同的学习方法，抽认卡的背景下调查自我调节。在四个实验中，我们研究了学生普遍采用的元认知策略的基础和有效性：将他们认为他们知道的项目放在一边。放弃有一个令人信服的逻辑它创造了额外的机会来学习未放弃的项目但它依赖于两个不稳定的基础：学生的元认知监控，以及他们对进一步学习的价值。事实上，允许放弃抽认卡对学习有很小但持续的负面影响。结果表明，自我调节学习的有效性取决于元认知监控的准确性和学习者的理解，或缺乏，人们如何学习。
Self-regulation of study activities is a constant in the lives of students—who must decide what to study, when to study, how long to study, and by what method to study. We investigated self-regulation in the context of a common study method, flashcards. In four experiments, we examined the basis and effectiveness of a metacognitive strategy adopted almost universally by students: setting aside (dropping) items they think they know. Dropping has a compelling logic—it creates additional opportunities to study undropped items—but it rests on two shaky foundations: students’ metacognitive monitoring, and the value they assign to further study. In fact, being allowed to drop flashcards had small but consistently negative effects on learning. The results suggest that the effectiveness of self-regulated study depends on both the accuracy of metacognitive monitoring and the learner’s understanding, or lack thereof, of how people learn.
元认知中的线索熟悉启发法。
DOI：
10.1037//0278-7393.19.4.851
发表时间：
1993
期刊：
Journal of experimental psychology. Learning, memory, and cognition
影响因子：
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作者：
Metcalfe,J;Schwartz,BL;Joaquim,SG
通讯作者：
Joaquim,SG