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

尽管学习理论认为学习是知识的成功传播，但传统的（智能辅导系统）的主要问题是寻找有效的方法来传输这种知识。但是学习，理论已转移到社会建构主义或位置认知。这进一步将学习的看法从教学转变为建筑[Koschmann，1996]。新的学习理论迫使其研究人员探索新的方法来帮助学习者获得诸如教练自我解释之类的知识[Conati和Vanlehn，2000年]。我们认为成功地获得自我调节技能是一种新的有用的方式来帮助学习者获得知识。自我调节技能是元认知的一部分，它使人们可以自己监视和控制自己的认知（Brown 1987）我们的研究目的是构建咨询模型来获得自我调节技能。该模型应基于自我调节技能的计算模型。 …但是，除了元认知过程模型外，没有明确的自我调节技能计算模型，这是由Lores El提出的。 al。谁声称相同的体系结构必须简单地负责认知和元认知过程。他们对感兴趣的主张是，在元认知过程中，工作记忆的内容是通过标准认知过程处理的。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。但是，一个过程有意识或没有意识的概念可能晦涩难懂。 1998年Z.W. Pylyshyn建议因此，可以将过程视为语义上是否可以渗透。可穿透过程是可以受到特定指令影响的过程。因此，我们假设在一个可渗透过程中，标准认知过程可以处理工作记忆的内容。总之，我们提出了一种自我调节技能的模型，作为一组事件，这些事件导致从一个状态到另一个状态到另一个工作记忆的过渡。该模型可以解释同伴补习模型的有效性，例如要求思考为什么（King 1999）以及协作在发展元认知技能中的有效性。较少的