The Influence Of Learning Strategy And Emotional Intervention On Judgment Of Learning

The judgment of learning(JOL)refers to the memory performance in the subsequent test of individual learning on the current project done predictive judgment.JOL is accurate or not will determine whether the learner can use effective strategies for learning,so JOL on learner autonomy has great to investigate the effect of guiding significance.Learning strategies and emotional involvement judgment on memory and learning,can provide empirical support for the effective teaching behavior(Strategy Teaching).Two experiments were used in this study to explore the learning strategy intervention and emotional state will learn to change JOL.Experiment 1 was a single factor experiment design.The main purpose of this study is to investigate whether the involvement of learning strategies will affect the memory effect and the self-monitoring of the learning process.The independent variable is the learning strategy intervention(no prompt / prompt no demonstration / prompt demonstration),The dependent variable is the level of JOL,recall performance and accuracy.The results show that different levels of intervention strategies had significant effects on the level of JOL,recall and accuracy.The subjects had higher levels of learning judgment at the level of prompt demonstration,which were higher than those of two levels:no prompt and prompt nodemonstration,so as to as recall and accuracy,this means that subjects use learning strategies will affect the JOL.Experiment 2 examined the influence of emotional state on learning judgment.The experiment was designed with 2 ×2 mixed experiment.The independent variables werestrategic intervention and emotional priming,and the strategy intervention(prompt on demonstration/ prompt demonstration)was designed in the subjects.The dependent variable is the level of learning recall,judgment grade and accuracy.the results showed Under the condition of four kinds of experiments,the68 subjects who realized the emotion priming had a significant difference in the level of recall,judgment grade and accuracy.there was interactionbetween learning and strategies and emotion,In the positive emotion state of the subjects,these recall,judgment grade and accuracy at the level of prompt demonstration were significantlyhigher than recall,judgment grade and accuracy at the level of prompt no demonstration;under the condition of negative emotional state,students' recall,judgment grade and accuracy were reduced both at the level of prompt no demonstration and prompt demonstration,it further shows the emotional and associative strategy has great influence on the memorizing process and memorizing effect,so,we shouldadjustour emotionsrationally,try to avoid the negative emotions causing learning problems in our study.This study confirmed that learning strategies and emotional state of two factors on the learning effect judgment level and accuracy were,which further verified the clues of the Koriat' model,to promote the study of memory for clues.At the same time found in this study,learning strategies and effective priming effect in the sixth grade primary school students' learning judgment,further confirmed the learning activities(or cognitive processing)in the process of cognitive factors(strategy)and non-cognitive factors(emotional)synergy.This not only helps to clarify the understanding of the primary school students to learn the internal process,but also to the effective teaching(such as the practice of teaching strategy)has important implications and guidance.In addition,for students to recognize the influence of emotion on learning is helpful to their reasonable management and control of their emotions,improve their lives and learning state and atmosphere;for teachers,can be targeted to help students adjust the learning process in the emotional state,to reduce the impact of negative emotions on their studies,implementation pleasant and efficient learning.