The Effect Of Metacongnitive Load On Analogical Transfer Of Junior Middle School Students With Different Working Memory Span

Nowadays,the ability of analogical transfer is very important to humanbeings as basic component of intelligence. There are many influence factors of analogical transfer,such as the similarity of source problem and target problem,preknowledge,motivation and ability of subjects. Further,the metacognitive load of subjects is another important influence factor of it. This paper investigated the ability of middle school students in analogical transfer. In a analogical transfer experiment,during the time period subjects learned source problem,experimenter gave subjects of different working memory span levels metacognitive monitoring instruction and schema constructivism monitoring instruction seperately,to increase the metacongnitive load of the subjects. The time to providie metacongnitive load is different,so it had an influence to the score that subjects of different working memory span levels got in analogical transfer exem.This study included two experiments. The first one gave subjects metacognitive monitoring instruction,the second gave subjects schema constructivism monitoring instruction,and disscuss their infuence to analogical transfer.The research obtains following results:1.In the circumstance of providing metacognitive monitoring instruction, providing instuction before or after source problem has indistinctive influence in memorying and understanding of source problem learning,well subjects with high working memory span do better in memorying and understanding of source problem learning than those subjects with lower working memory span. In the circumstance of providing schema constructivism monitoring instruction,the group that provided instruction before source problem understand and master better than group provided after. Subjects with high working memory span do much better in understanding and mastering than subjects with lower working memory span.2.Provide conginitive load has indistinctive influence to different subjects groups,both on low-difficulty-level and close tansfer tusk; but distinctive influence on high-difficulty-level and far transfer tusk,manifestited as the group that provided instruction before source problem got higher score than group provided after,and the group that provided instruction after source problem got higher score than control group.3.Providing congnitive load to subjects can improve the achievement of subjects with different working memory span distinctively on any difficulty levels,even on both close tusk and far transfer tusk.