| Cognitive load is refers to the total amount of people in the process of information processing of cognitive resources. Specifically,it is to point to in certain task environment cognition,individual information processing,cognitive structure(mainly refers to working memory) mental resources to pay the total amount.Metacognition,individual cognition(Flavell,1976). Meta cognitive monitoring,which refers to the cognitive activities,according to the cognitive goal,the results and the lack of cognitive activities,timely detection,evaluation,and to give the regulation of cognitive activities. Meta cognitive monitoring is a kind of psychological process of self monitoring in cognitive process, which refers to the problem that learners need to learn.In this study, high school students were used as subjects, and two experimental studies were used to explore the effects of metacognitive monitoring and cognitive styles on learners’ cognitive load. Experiment a,is a 2x2 between subjects experimental,independent variables a field cognitive style(field dependent and field independent). The independent variables yuan B cognitive monitoring strategy(with / without),the dependent variable for total cognitive load and learning achievement. Objective to investigate the,no meta cognitive monitoring of different cognitive style learners cognitive load;In Experiment 2, a 2x3 between subjects experimental design,independent variables a cognitive style of field dependent and field independent),variable b metacognitive monitoring questions at different time(before learning / learn / study),the dependent variable with the experimental. Objective to investigate the,at different time points of meta cognitive monitoring control questions of different cognitive style learners cognitive load effects.Research results found:Experiment(1), metacognitive and cognitive style on cognitive load and learning achievement of significant main effects and interaction.Simple effect shows that in total cognitive load index, monitoring, cognitive style has significant main effect, dependence group was significantly higher than that of load independent group; field dependent group, metacognitive monitoring significant main effect, monitoring group significantly higher load without monitoring group. Performance indicators, without supervision, the style has significant main effect, Dependence group performed significantly better than the independent group; cognitive style in two groups, there are significant main effects of metacognitive monitoring, monitoring results were significantly higher than control group.The cognitive style and the control group, the total cognitive load and achievement, the differences were significant.Multiple comparison showed that in total cognitive load index, in addition to monitoring each field dependent group and under the supervision of no significant difference, the remaining groups were significantly different;In the performance indicators, in addition to monitoring, different style group was not significant, the differences were significant.Experiment(2), in total cognitive load and performance indicators, the main effect of prompt monitoring and cognitive style is significant, but the interaction was not significant.The cognitive style and the level of control group, in their total cognitive load and learning achievement, the differences were significant. The results of multiple comparison showed that there were no monitoring, significant differences in the total cognitive load and scores.After discussion and analysis,we get the following conclusion:(1) Meta cognitive monitoring suggests that, although the total cognitive load is increased, the load is an effective load for learning performance.(2) The cognitive style and meta cognitive monitoring questions have a significant impact on the learner’s cognitive load and academic performance,but also have a significant impact on the learner’s cognitive load and academic performance.(3) At different time points, there is a significant impact on the learner’s cognitive load and academic performance.(4) The cognitive style and the different time points to carry out the self meta cognitive monitoring,which have no significant effect on the learner’s cognitive load and achievement. |
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