The Influence Of Meta-memory Monitoring On Allocation Of Learning Time,Count Of Learning And Restudy Choice

The effectiveness of learning depends on whether individuals could take action to study according to their own situation in learning process.Nelson's meta-cognitive control model theoretically analyses the relationship between Meta-memory Monitoring and Meta-memory control.In his view,the latter is based on the former,and they depend on each other.This study aimed to investigate whether the individual's subjective evaluation will affect their learning behaviors or not in real learning process through 3 experiments,the same as Meta-memory Monitoring to Meta-memory control.Meta-memory Monitoring is the subjective cognition and evaluation of the content and process of one's own memory,which can be performed as the estimate for the difficulty and mastering extent of memory.Meta-memory monitoring level is one of the main evaluation indexes for Meta-memory monitoring.Meta-memory control is the sum of performances of individuals' internal and external learning behaviors during the learning process,which can manifest in one's choices of learning strategies,time allocation,count of learning,restudy choice and so on.This paper studied experiments including three single factors,aimed to study whether Ease of learning(EOL)and Judgment of learning(JOL)will affect the subsequent time allocation and count of learning remarkably.Experiment 1 and 2 gathered and recorded 120 college students' learning time and count of learning through the eye tracking technique,SR Research Eye-Link1000 with the experimental program written by Eprime2.0.The result analyse showed that there were significant differences between learning time and count of learning under Ease of learning.The learning time and count of learning of difficult,medium and easy level groups for EOL appeared as inverted U shape,which the medium were higher than the difficult and easy significantly,the same as the difficult to easy.JOL is positively related to learning time allocation significantly,not significantly to count of learning.Experiment 3 mainly examined 114 college students if JOL would influence the restudy choice.Experiment 3 data analysis showed that JOL can predict the restudy choice reversely,which means the worse students learn,the more possibly they restudy.The main conclusions of this study are as follows:EOL affects learning time allocation,and count of learning restudy significantly,supporting the nearest learning area model in learning time allocation theory.JOL is significantly positively related to learning time allocation.The more learning time allocation is,the higher the level of JOL is.JOL impacts subsequent restudy choice observably.The better students master,the less possibly they restudy.Adversely,the worse they master,the more possibly they restudy.