The Effect Of The Amount Of Material To Be Remembered And Cognitive Offloading On Metamemory Accuracy In Junior Hihg School Students: The Role Of Generation Form

Metamemory monitoring refers to individuals’ judgment or assessment of their own memory activities.Metamemory monitoring accuracy is a feature of metamemory monitoring,reflecting the corresponding relationship between subjects’ subjective judgment and objective standard test scores.Metamemory monitoring accuracy affect the learning and development of junior middle school students.It is particularly important to explore the factors affecting metamemory monitoring accuracy and improve metamemory monitoring accuracy through effective strategies.Studies have shown that the use of cognitive offloading and the increase in the amount of material to be remembered reduce metamemory monitoring accuracy.However,no studies have investigated the effects of cognitive offloading and the amount of material to be remembered on metamemory monitoring accuracy of junior middle school students in the same experimental context,nor have they explored specific strategies to improve metamemory monitoring accuracy on this basis.In addition,studies have shown that generation form can improve metamemory monitoring accuracy,but there relationship needs further empirical research.In this study,cognitive offloading and the amount of material to be remembered were taken as independent variables to explore the influence of both strategic factors and task factors on the accuracy of metamemory monitoring of junior middle school students,and to explore the role of generative form.This study consists of two experiments.A total of 140 junior high school students,35 in each group,were recruited for the experiment.The intersubject design of 2(cognitive offloading: offloading,non-offloading)×2(the amount of material to be remembered: short word list,long word list)was adopted to explore the effects of cognitive offloading and the amount of material to be remembered on metamemory monitoring accuracy of junior middle school students.The results show that metamemory monitoring accuracy in offloading condition is lower than that in non-offloading condition,and metamemory monitoring accuracy in short word list is higher than that in long word list.In experiment 2,160 junior high school students were recruited,with 20 students in each group.The intersubject design of 2(cognitive offloading: offloading,non-offloading)×2(the amount of material to be remembered: short word list,long word list)×2(learning form: generation form,reading form)was adopted to explore the effects of cognitive offloading,the amount of material to be remembered and learning form on metamemory monitoring accuracy of junior middle school students.The results showed that metamemory monitoring accuracy in reading condition was significantly lower than that in non-offloading condition,and metamemory monitoring accuracy in short word list was significantly higher than that in long word list.Under the generation condition,there was no significant difference in tmetamemory monitoring accuracy between the offloading condition and the non-offloading condition,and there was no significant difference in metamemory monitoring accuracy between the short and long word list.In conclusion,the study draws the following conclusions:(1)The use of cognitive offloading can reduce metamemory monitoring accuracy in junior middle school students;(2)The increase in the amount of material to be remembered can decrease metamemory monitoring accuracy for junior middle school students;(3)Generated form can improve metamemory monitoring accuracy of junior middle school students.The decline in metamemory monitoring accuracy induced by the use of cognitive offloading and the increase in the number of material to be remembered can be eliminated through the generated form.