A model of developing metacogonitive experienxe

虽然学习理论认为学习是知识的成功传递，但传统的智能教学系统（ITS）的核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。这进一步将学习的观点从教学转变为建构[Koschmann，1996]。新的学习理论迫使ITS研究者探索新的方法来帮助学习者获得知识，如自我解释训练[Conati和Vanlehn，2000]。自我调节技能是元认知的一部分，它使学习者能够自我监控和控制自己的认知（Brown 1987）。本研究的目的是构建一个自我调节技能习得的指导模型。这个模型应该基于自我调节技能的计算模型。 ...更多信息 然而，除了Lories等人提出的元认知过程模型外，还没有明确的自我调节技能的计算模型。他们声称同一个架构必须同时负责认知和元认知过程。他们认为在元认知过程中，工作记忆的内容是由标准的认知过程来加工的，尽管如此，元认知过程通常被认为是有意识的，而许多其他的认知过程显然不是。但是过程是否有意识的概念可能是模糊的。1998年，Z.W. Pylyshyn认为，这个过程因此可以被认为是语义上可穿透的或不可穿透的。可穿透的过程是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，最后，我们提出了一个自我调节技能的模型，作为一组事件，导致从一个状态到另一个状态的工作记忆的过渡。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

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