元认知能力和听力自主学习关系研究

听力自主学习是今后听力教学的方向,提高元认知能力是促进听力自主学习的有效途径。丰富元认知知识和加强元认知调控在英语听力元认知中是非常有效的途径。     

超文本阅读的模式与效果——一项基于元认知的实验研究

超文本是文本的电子表现形式,其阅读需要读者和文本之间的互动及读者的控制。有理论表明,以超文本为媒介的学习特别依赖元认知技能的运用,如监测和控制等。实验采取3×2的组间设计,交叉比较读者在元认知激活或控制的状态下进行线性文本和超文本阅读的效果差异,发现学习者在元认知激活的状态下阅读超文本,学习效果最好。     

元认知能力在英语阅读中的培养

元认知在外语阅读理解过程中有着重要的作用,但是如果教师在阅读教学过程中对它的认识不够,通常容易忽略培养学生有效使用元认知策略这个环节,因此很难从根本意义上帮助学生提高阅读效果,改善阅读教学效果。本文欲在前人研究的基础之上,试图论述元认知以及元认知在外语阅读中的作用,最后探讨英语教师在阅读课上该如何培养学习者元认知能力。     

国内外有关元认知研究的综述

本文主要介绍了有关元认知的概念、元认知结构方面不同的观点。在元认知结构二分法理论框架基础之上综述了20世纪70年代至90年代国内外实验研究的成果。最后,对元认知研究的趋势进行展望。     

英语阅读与元认知

试从语言习得的元认知角度探索英语阅读理解教学的最佳模式——直接指导模式。英语阅读教学过程中要教授英语阅读是什么,激发学生阅读的主动性,更重要的是教授英语阅读的策略和方法。通过提高英语阅读者的元认知能力,达到有效的阅读。     

英语学习者阅读策略元认知意识的差异

In order to fulfill the task of comprehending the text successfully,the reader must utilize metacognitive knowledge and must invoke conscious and deliberate strategies (R.Sheorey,K.Mokhtari 2001).In this study,we examine differences in the reported use of reading strategies of advanced,highintermediate and intermediate EFL speakers when reading materials.The findings are worth of note.     

影响学业成就因素的元认知分析

本文参照国内外有关研究的最新成果 ,对低成就的原因及不良影响因素进行元认知分析 ,为预防和治疗低成就提供了结构性的框架。     

An Analysis of an Autoclitic Analogue in Pigeons

The Analysis of Verbal Behavior - Using a conditional discrimination procedure, pigeons were exposed to a nonverbal analogue of qualifying autoclitics such as definitely and maybe. It has been...     

The effects of option generation on post-decisional regret in everyday life decision-making: A field experiment

While previous studies on post-decisional regret have exclusively focused on externally provided options, the present study is the first to examine post-decisional regret in situations with self-generated options. Applying a metacognitive perspective, we predicted that a large option set-size leads to less post-decisional regret than a small option set-size. This hypothesis is in contrast to the classic choice overload effect which has been reported for externally provided options. Furthermore, we hypothesized that explicitly generating options results in less post-decisional regret than not doing so. We used a field experimental design to test our two hypotheses. On a Sunday morning, participants were asked to generate either three or six options for what they could do during the afternoon and to select one of these options. In a control condition, participants were not instructed to generate options. On Sunday evening, participants indicated how much they regretted not having done something else. Our results provide support for both hypotheses.     

“Do Some Wondering”: Children and their Self‐Understanding Selves in Early Elementary Classrooms

Self‐knowledge has been a central theme in many diagnoses of late modernity, and it has cued scholars to investigate everyday situations in which people express reflexive selves. Using participant observation and interview data, we examined two American elementary classrooms where children learn to express a type of “self‐understanding self” called the enterprising child. We suggest that this form of self emerges through classroom talk characterized by the popular pedagogical concept of metacognition, which encourages the learner to be aware of her thinking and learning and, crucially, to express an awareness of herself as a thinker and learner. We emphasize an interactionist view toward the situational self, and argue that how teachers manage classroom discourse socializes children into venerating the dispositional tendencies that correspond with new capitalist workplaces. We conclude by discussing the implications this may have for modern personhood, symbolic inequality in classrooms, and the political economy of linguistic forms.