The Developmental Characteristics And Feedback Of Learning Degree Judgment In High School Students' Collaborative Memor

Collaborative memory is the memory shared by group members.JUDGEMENT OF LEARNING(JOL)is an important component of meta-cognitive monitoring,which is a prediction of the recently learned items in future tests.There are both cooperative promotion effect and cooperative inhibition effect in cooperative memory,and the cooperative inhibition phenomenon often appears relatively stable,that is,the same number of learners’ cooperative memory performance is lower than that of independent learning.In the past,the research on collaborative memory was less related to meta-cognitive monitoring,and the research object was rarely high school students.This study takes students of three grades in senior high school as subjects,combines the experimental paradigm of collaborative memory and learning degree judgment,and explores the characteristics of learning degree judgment in senior high school students’ collaborative memory.This study included two experiments.Experiment 1 explored the characteristics of learning degree judgment in cooperative memory.Students in three grades of senior high school were used as subjects,and two groups(cooperative group and nominal group)× The two-factor inter-test design of Grade 3(Senior 1,Senior 2 and Senior 3),using the classic paradigm of collaborative memory,asked the subjects to perform JOL and total JOL item by item during the memory process,taking 4 0 unrelated high-frequency Chinese words as learning materials,and recalled them in the subsequent test.The independent variable is group,and the dependent variable is JOL value and recall score.On the basis of experiment 1,experiment 2 explored the effect of feedback on the judgment of learning degree in cooperative memory.Students in grade three of senior high school were also taken as subjects,and two groups(with feedback group and without feedback group)× Grade 3(Grade 1,Grade 2,Grade 3)× Repeated measurement design of learning rounds(the first and second rounds),inserting feedback intervention between the first and second rounds of learning-test,and observing the effect of feedback on the accuracy of learning degree judgment.The results showed that feedback could improve the total JOL accuracy of senior high school students’ collaborative memory,but could not improve the item-by-item JOL accuracy.The group with feedback had better recall performance in the second round.The experiment shows that the expectation of collaboration will make high school students overestimate their own and team members’ recall performance in the JOL item by item,and feedback intervention can improve the accuracy of the total JOL in collaboration,so that high school students can make more accurate learning judgments in the second round of learning.