A model of developing metacogonitive experienxe

发展元认知经验的模型

• 批准号: 12680224
• 负责人: KAYASHIMA Michiko
• 金额: $ 0.77万
• 依托单位: Tamagawa University
• 依托单位国家: 日本
• 项目类别: Grant-in-Aid for Scientific Research (C)
• 财政年份: 2000
• 资助国家: 日本
• 起止时间: 2000 至 2001
• 项目状态: 已结题
• 来源: https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-12680224/
• 关键词: self-regulation skills; metacognition; comutational model; a penetrable process; self-regulation skillの育成; Reciprocal Teaching; ASK to THINK-TEL WHY

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

虽然学习理论认为学习是知识的成功传递，但传统ITS（智能辅导系统）的核心问题是找到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。这进一步将学习的观点从教学转向了建构[Koschmann， 1996]。新的学习理论迫使ITS研究人员探索新的方法来帮助学习者获得知识，如指导自我解释[Conati和Vanlehn， 2000]。我们认为，成功地获得自我调节技能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，它允许一个人自己监视和控制自己的认知（Brown 1987）。我们的研究目的是构建一个获得自我调节技能的建议模型。这个模型应该基于自我调节技能的计算模型。然而，除了Lories等人提出的元认知过程模型外，目前还没有明确的自我调节技能计算模型。他们声称相同的架构必须同时负责认知和元认知过程。他们感兴趣的观点是，在元认知过程中，工作记忆的内容是通过标准认知过程加工的。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。但是一个过程是否有意识的概念可能是模糊的。1998年，Z.W. Pylyshyn提出，过程因此可以被认为是语义上可穿透的或不可穿透的。可穿透过程是指可以受特定指令影响的过程。因此，我们假设在可穿透过程中，标准的认知过程对工作记忆的内容进行加工。综上所述，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过渡到另一种状态的事件。这个模型可以解释同伴辅导模式的有效性，如ASK to THINK-TEL WHY （King 1999）和协作在发展元认知技能方面的有效性。少