Research On The Characteristic Of Metamemory Monitoring Of Learning-disabled Students

The research on learning disabilities is a field that people generally pay close attention to. From the end of 1970s', people emphatically began to probe into the learning disabled students' cognitive characteristic and gradually recognize that metacognitive level of learning-disabled students are less than that of non-leaming-disabled students. Metamemory is an important part of metacognition. At present, there is no special research on metamemory development of learning-disabled students in our country. To encounter the deficiency, this study chose three grades' learning-disabled students as subjects and study their developmental characteristic of metamemory monitoring, which offers the effective theoretical direction and experiment basis for the transformation of learning-disabled students.Metamemory is a major content of metamemory, which is that mata level obtains information from object level and form subjective judgment and evaluation. Memory monitoring has different forms in different stages of memory. The judgment of FOK is the most important and representative form of matamemory monitoring. As a means that detects the relationship between metamemory level and object memory level, the judgment of FOK has been accepted extensively. This study tries to explore the characteristic of metamemory monitoring of learning-disabled students.This experiment used RJR (remember - the judgment of FOK - recognition) paradigm. Experimental design was 2 3 2 2 mixed design. The four factors were two types of subjects (learning-disabled students and non-learning-disabled students), grades (grade 2 in primary school, junior middle school and senior middle school), sexes (male and female) and material types (meaningful and meaningless associated Chinese word-pairs). Among them, the types of subjects, grades and sexes were between-subject variables and material types was within-subject variable. In strictly controlling condition, compared with non-learning-disabled students, this experiment studied the learning-disabled students' metamemory monitoring and theirs developmental characteristic. Also we explored the relationship between metamemory monitory and memory achievement and studyed the mechanism of the judgment of FOK. In addition, we compared the level of metamemory monitoring of sexes. Theresults showed that:1.Learning-disable students' magnitudes and accuracy of metamemory monitoring were significantly lower than that of non-leaming-disabled students.2.On the development of metamemory, learning-disabled students' magnitudes of the judgment of FOK improved following the grade, which showed the same trend as non-learning-disabled students. The development of learning-disabled students' accuracy of judgment of FOK showed different trends in accordance to the material types. To the meaningful material, learning-disabled students' accuracy of the judgment of FOK improved as the age increases , which was the same as non-learning-disabled students; to the meaningless material, learning-disabled students' accuracy of the judgment of FOK basically had no obvious change as the grade increases, and the one of non-learning-disabled students significantly improved following the grade. The development of metamemory monitoring of learning-disabled students lagged behind that of non-learning-disabled students obviously.3. Learning-disabled students' accuracy of the judgment of metamemory monitoring had no significant correlation with memory achievement, but non-learning-disabled students had.4.The judgment of metamemory monitoring was affected by the types of material. Both magnitude and accuracy of metamemory monitoring of two types of students on the meaningful word-pairs are higher than on the meaningless ones, which supports target-retrievability hypothesis.5.There is no significant difference in metamemory monitoring level between different sexes.