An Experimental Study On The Effect Of Prospective Metamemory Monitoring On The Use Of Learning Strategies

Prospective metamemory monitoring refers to the learning and monitoring activities that occur before the memory extraction behavior.It has important clues in the self-regulation of learning behaviors,and is the main basis for learners to regulate post-monitoring learning behaviors.Prospective metamemory monitoring can be expressed as Ease of Learning Judgement and Judgment of Learning.This study attempts to explore the influence of meta-memory monitoring on strategy choices,The independent variable is meta-memory monitoring,including two types of monitoring methods:Ease of Learning Judgement and Judgment of Learning,and through different learning situations(different materials,different time limits)to explore whether this effect has cross-context consistency.Using real-time research dynamic paradigm to examine real-time strategy choices in real learning scenarios,it not only helps to reveal the relationship between metacognitive monitoring and regulation,but also has important theoretical and practical value for understanding and guiding students' learning behavior.This study contains two sub-studies.In the first study,the effects of prospective metamemory monitoring on the number of learning strategies and the decision-making of learning strategies in text reading were investigated under non-time-limited(experiment 1)and time-limited conditions(experiment 2).Experiment 1 and 2 both takes a two-factor between-group design by 2(Monitoring judgment: high,low)*2(Strategy activation level: active,inactive).The results show,under time-limited and non-time-limited conditions,the main effect of Ease of Learning Judgement and strategy activation on the number of learning strategies used is significant,the interaction between Ease of Learning Judgement and strategy activation is not significant,the main effect of Judgment of Learning is not significant,the interaction between Judgment of Learning and strategy activation is not significant;Under non-time-limited conditions,Ease of Learning Judgement has a significant impact on the choice of re-study strategy,and Judgment of Learning has no significant effect.Under time-limited conditions,Ease of Learning Judgement and Judgment of Learning have no significant influence on the choice of re-study strategy.In the second study,the effects of prospective metamemory monitoring on the number of learning strategies and the decision-making of learning strategies in word learning were investigated under non-time-limited(experiment 3)and time-limited conditions(experiment 4).Experiment 3 and 4 both takes a two factor mix design by 2(Monitoring judgment: high,low)*2(Strategy activation level: active,inactive).The results show,under the non-time-limited conditions,the main effect of Ease of Learning Judgement and Judgment of Learning on the number of learning strategies used is not significant,the main effect of strategy activation on the number of learning strategies used is significant.The interaction effect between Ease of Learning Judgement and strategy activation isn't significant,and the interaction effect between Judgment of Learning and strategy activation is not significant.Under the time-limited conditions,the main effect of Ease of Learning Judgement on the number of learning strategies used is significant,the main effect of Judgment of Learning and strategy activation on the number of learning strategies used is not significant,interaction effects are not significant.According to the findings of study,this study reached the following conclusions:First,Prospective metamemory monitoring and strategy activation have inconsistent effects on the number of strategies used in different learning scenarios.Whether or not limited time,the number of strategies used in text learning is significantly affected by Ease of Learning Judgement and strategy activation.Judgment of Learning has no significant influence.Under non-time-limited conditions,the number of strategies used in word learning is significantly affected by strategy activation,Ease of Learning Judgement and Judgment of Learning has no significant influence.Under the time-limited conditions,the number of strategies used in word learning is significantly affected by Ease of Learning Judgement,Judgment of Learning and strategy activation has no significant influence.Second,Meta-memory monitoring has different effects on the choice of re-study under different learning conditions.In the text reading without time pressure,Ease of Learning Judgement significantly affects the choice of re-study,and Judgment of Learning has no significant influence.In the text reading with time pressure,Ease of Learning Judgement and Judgment of Learning have no significant influence on the choice of re-study.Third,in the two forms of prospective metamemory monitoring,Ease of Learning Judgement is more common and more significant than Judgment of Learning on subsequent learning behavior.