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The influence of feedback on self-regulated learning in a Chinese language task.

机译：反馈对中文任务中自我调节学习的影响。

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摘要

Self-regulated learning includes the metacognitive decisions of which items to study, in which order, and how much time to allocate to each item. Performance feedback can be beneficial to the learner and can influence the way individuals allocate their study-time. The present experiment explored how the placement and type of feedback influenced participants' metacognitive awareness, selection of items for restudy, selection order, study-time allocation, and subsequent recall performance. Participants (N = 183) received feedback across two trials in a Chinese learning task. The placement of the feedback was manipulated to be item-level, global, or both with half of the participants receiving additional information about the difficulty level of the items and a control group which received no feedback. We expected participants assigned to conditions with more proximal and informative feedback to have improved self-regulated learning. The results provided mixed support for the hypotheses indicating that feedback may have a more intricate and complex relationship with self-regulated learning.;Keywords: Study-time allocation, feedback, item difficulty, metacognition
机译：自我调节学习包括对哪些项目进行学习，按什么顺序进行学习以及为每个项目分配多少时间的元认知决策。绩效反馈可能对学习者有利，并可能影响个人分配学习时间的方式。本实验探讨了反馈的位置和类型如何影响参与者的元认知意识，重选项目的选择，选择顺序，学习时间分配以及随后的回忆表现。参加者（N = 183）在一项中文学习任务的两项试验中得到了反馈。反馈的位置被控制为项目级别，全局或两者兼有，一半的参与者收到有关项目难度级别的其他信息，而对照组则没有收到反馈。我们希望被分配到具有更近端和更多信息反馈的条件的参与者能够改善自我调节的学习。结果为假设提供了混合的支持，这些假设表明反馈可能与自我调节学习有更复杂和复杂的关系。;关键词：学习时间分配，反馈，项目难度，元认知

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  • 作者

    Meacham, Sara C.;

  • 作者单位

    The University of Alabama in Huntsville.;

  • 授予单位 The University of Alabama in Huntsville.;
  • 学科 Psychology Cognitive.
  • 学位 M.A.
  • 年度 2012
  • 页码 79 p.
  • 总页数 79
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 TS97-4;
  • 关键词

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