Research On The Consistency And Development Of Meta-cognitive Monitoring

Students’ learning activities in daily life usually require to complete the regulation cognitive tasks in the allotted time, which relates to the individual how to learn and understand the learning material, how to know his/her learning ability and status, and how to regulate and control learning time and other issues, and so on. It is also more important themes which are concerned in education and psychology profession in recent years. Whether the individual’s self-perception judgment is accurate? And whether this accuracy is consistent in different scenes, times or conditions? And whether this accuracy is dependent on the scene by chance, or depends on a stable trait? This is the dispute between meta-cognitive the state (state-based) and traits (trait-based), namely, is meta-cognitive monitoring and controlling (short for monitoring) consistent or stable in cross-task, cross-context, cross-material, across-time and even in other conditions, whether it will change and what changes will be in different ages, also, all of them have become the important research topics in the field of meta-cognition.This research tried to unfold the consistency of students’ meta-cognitive monitoring at different ages, including primary school students of grade1,3,5, junior high school students, high school and university students, and analyzing whether there was meta-cognitive monitoring consistency in cross-task, cross-context, cross-material, across-time and other conditions. Furthermore, this article also studied the development trends of meta-cognitive monitoring consistency in the students of different ages. In this research, meta-cognitive monitoring judgment task were task difficulty judge (EOL), material familiarity judge (FOK) and the degree of learning (JOL), and test item difficulty back judgment (EOLh), learning confidence judgment (JOC), selection and time distribution and meta-cognitive control. The experimental study materials were reading comprehensive test and graphic reasoning. This article was mainly from the following several parts to carry out the experimental study:In the first research, college students were tested, with five experiments to investigate meta-cognitive monitoring consistency in cross-task, cross-context, cross-material, across time, and meta-cognitive control consistency across time.In the second research, pupils in grades1,3and5, junior and senior middle school students and college students were tested to investigate meta-cognitive monitoring accuracy and consistency in three dimensions of cross-task, cross-context, cross-material and across time, and to investigate the characteristics of meta-cognitive monitoring in different groups, as well as its development trends.In the third research, the consistency of college students of different cognitive were tested across-monitoring tasks, across contexts, across the materials and across time.Through the research, this paper obtained the following main conclusions:1. The results showed that college students’ meta-cognitive monitoring had consistent in generally. They possess meta-cognitive monitoring consistency in cross-task, cross-context, and across time, but without the existence of consistency in across-materials.2. There was meta-cognitive control consistency across time in rereading choice, and the allocation of learning time was not consistent.3. Meta-cognitive monitoring had consistency in overall, but it was different in different age groups and different dimensions. High age groups showed more consistency than low age groups.(1) From junior middle school, high school, to university students, meta-cognitive monitoring of all ages had consistency across tasks, the degree of consistency in high school students were more than junior middle school students and college students.(2) Meta-cognitive monitoring had no consistency across the scene was in the junior middle school stage, in high school, the university stage had consistency across the scene, and the consistency of the differences between each age group was not significant.(3) Meta-cognitive monitoring across material had no significant difference in junior school, high school and university students, it was to say that meta-cognitive monitoring has no consistency across material.(4) On the consistency of meta-cognitive monitoring, elementary school of grade one, high school, university phase were consistent across time in the meta-cognitive monitoring indicators, fifth grade of the primary school students had consistent in part of meta-cognitive monitoring indicators, but the third grade of the primary school and junior middle school students had no consistent in all of the meta-cognitive monitoring indicators across time.4. Some indexes of meta-cognitive control gradually increased from elementary school, junior high school, high school to university.5. The meta-cognitive monitoring consistency level of high cognitive level college students was higher than that of low cognitive level college students in cross tasks and cross contexts.6. As a whole, meta-cognitive monitoring accuracy was increasing from low age to high age.