Accuracy Of Metacomprehension Monitoring And Self-explaining

Learning is a key theme in educational psychology.and reading comprehension is aslo a very important aspect in the process of learning. Metacognition is often simply defined as "cognition about cognition" which is the advanced cognitive process that human have. The combining between cognitive science and reading comprehensioncontributes to increasingly focusing on metacognition in the reading processing——the study on monitoring. How to improve the accuracy of metacomprehension is the major subject in recent years.Chi(1989)firstly bring forward the concept of self-explaining. Self-explaining refers to the learner make self-explaining to understand new information during teaching situation. The present study also take concept of reading comprehension as the definition of self-explaning. we designed two experiments. In experiment 1, according to study of metacomprehension framework, we explore how to improve the accuracy of metacomprehension, and whether the delayed effect aslo can be found in metacomprehension monitoring. In addition, previous studies are normally for a measure to explore deep-processing, thus the experiment 2 based on experiment1 compares the three cognitive tasks that promote awareness of deep-processing . On the delaying condition, we explore which deep-processing measures can more effectively improve the accuracy of metacomprehension.About 120 undergraduates(grade1 to grade3) participated in this experiment 1, using E-prime program, appeared on the computer. Through the operation of self-explaining of the impact of two variables: the time to generat task(after reading immediately/after reading delay); the way of self-explanation (record/thinking), discuss the influence of self- explaining on accuracy of metacomprehension. Further to learn whether there are delayed effect in self-explanation. The main results as follows: (1)the participants in after reading immediately self-explanation team highest rating; (2)There were no significant difference between self-explanation of each group for the correct rate. (3)The scores on the time of self-explanation were higher for record team than thinking team. (4)Delayed self-explanation(recorded results) can effectively improve the accuracy of metacomprehension monitoring. Delayed effect was found in metacomprehension monitoring.About 80 undergraduates(grade1 to grade3) participated in this experiment2, the paradigm is the same to experiment1.We explore, Which deep-processing measures (self-explanation, write key words, write a summary) influence the accuracy of metacomprehension most. The main results as follows: (1)There were no significant difference for judgement and test results; (2)three deep-processing measure (self-explanation, write words, write a summary conditions in the delay condition) are significantly improved the metacomprehension monitoring, the accuracy of writing key words close to 0.6, reached a relatively high level.According to the results discussed above, on the delaying condition, record the results of self-explanation can effectively improve the accuracy of metacomprehension monitoring. This finding is consistent with the previous research showing the delayed effect of metacomprehension monitoring. Besides, the results of the horizontal comparison of three deep-processing (self-explanation, write words, write a summary)measure offer the reference in daily teaching, and suggested that self-regulated learning of students has an important role in the enlightenment...