発達的要因としての知能及びメタ認知的知識が算数文章題の解決におよぼす影響

概要

論文の詳細を見る
Forty eight fifth graders were assigned to four groups based on a 2 (high-low aptitude) x 2 (high-low metacognitive knowledge) design. Two types of problem were used ; one included extraneous information and the other did not. Work seet and Stimulated-recall interview were used to assess the process of problem solving which had five sub-stages ; prediction of result, problem comprehension, planning, executing, and evaluation of result. The main findings were as follows ; (1) Metacognitive knowledge influenced both work seet and stimulated-recall interview of problem solving process. (2) High aptitude children obtained higher scores than low aptitude ones in problem comprehension, planning, executing stages. (3) Children of high metacognitive knowledge didn't access extraneous information in the execuitng stage.
日本発達心理学会の論文
1991-09-20