A model of developing metacogonitive experienxe

虽然学习理论认为学习是知识的成功传递，但传统智能教学系统(ITS)的中心问题是寻找有效的方法来传递这些知识。然而，学习理论已经转向社会建构主义或情境认知。这进一步改变了从教学到教学的学习观点[Koschmann，1996]。新的学习理论迫使研究者探索新的方法来帮助学习者获得知识，如辅导自我解释[Conati和Vanlehn，2000]。我们认为自我调节技能的成功习得是帮助学习者获得知识的一种新的、有益的方式。自我调节技能是元认知的一部分，它允许一个人自我监控自己的认知(Brown 1987)。我们研究的目的是构建一个获得自我调节技能的建议模型。这个模型应该建立在自我调节技能的计算模型的基础上。…然而，除了Lory el提出的元认知过程模型外，目前还没有关于自我调节技能的显式计算模型。艾尔他们声称，同一架构必须同时负责认知和元认知过程。他们的兴趣在于，在元认知过程中，工作记忆的内容是由标准的认知过程加工的。尽管如此，元认知过程通常被认为是有意识的，而许多其他认知过程显然不是有意识的。但一个过程是有意识的还是无意识的，这个概念可能很模糊。1998年，Z.W.Pylyshyn提出，这一过程可以被认为是语义上可穿透的或不可穿透的。一个可穿透的过程是一个可以受特定指令影响的过程。因此，我们假设在一个可穿透的过程中，标准的认知过程对工作记忆的内容进行加工。总之，我们提出了一个自我调节技能的模型，它是一组导致工作记忆从一种状态转换到另一种状态的事件。该模型可以解释同伴辅导模式的有效性，例如要求思考--传授为什么(King 1999)，以及合作在发展元认知技能方面的有效性。较少

While learning theory maintains that learning is the successful transmission of knowledge, the central issue for traditional ITS (Intelligent Tutoring Systems) is finding efficient ways of transferring this knowledge. However learning, theory has shifted to social constructivism or situated cognition. This has further shifted the view of learning from instruction to construction [Koschmann, 1996]. The new learning theory forces ITS researchers to explore new ways to help learners in their acquisition of knowledge such as coaching self-explanation [Conati and Vanlehn, 2000]. We deem the successful acquisition of self-regulation skills as a new and helpful way to help learners to acquire knowledge.Self-regulation skill is a part of Metacognition which allows one to monitor and control one's cognition by oneself (Brown 1987) Our purpose of study is to construct an advising model to acquire self-regulation skills. This model should based on a computational model of self-regulation skills. … More However, there exists no explicit computational model of self-regulation skills with the exception of a model of metacognitive process, that was proposed by Lories el. al. who claim that the same architecture must be responsible for both cognitive and metacognitive processes simultaneously. Their claim of interest is that in metacognition process the content of working memory is processed by standard cognitive process.In spite of this, metacognitive processes are often thought to be conscious while many other cognitive processes are clearly not. But the notion of a process being conscious or not may be obscure. In 1998 Z.W. Pylyshyn suggested that process therefore could be considered as semantically penetrable or not. A penetrable process is a process that can be affected by specific instructions. Therefore we assume that in a penetrable process, standard cognitive processes do the processing of the contents of a working memory.In conclusion, we propose a model of self-regulation skills as a set of events that cause the transition from one state to another of working memory. This model can explain the effectiveness of a peer tutoring model such as ASK to THINK-TEL WHY (King 1999) and the effectiveness of collaboration in developing metacognitive skills. Less