Acta Psychologica Sinica

Abstract

Compared with better-learning children, this experiment studied the level of metamemory monitoring and control of children with LD, and their developing characteristics. Also we studied the interaction between the metamemory monitoring and control. It was a 2 × 3 × 2 mixed design. The three factors were levels of materials (meaningful and meaningless associated Chinese word-pairs), grades (grade 3, 4 and 5), and two types of subjects. The results showed that: (1) The ratings of the three monitoring judgments of metamemory of children with LD were significantly lower than better-learning children. (2) In the self-paced study, children with LD allocated more time on the judged difficult items, while the difference in allocation of study time between children with LD and better-learning children was significant. (3) There was interaction between metamemory monitoring and control. That was to say, children with LD allocated more time on the items which they judged difficult. (4) There were complex developing trends on the level of different metamemory monitoring and control of children with LD. Both the ratings of JOC and FOK judgments had not developed, while the rating of JOL judgment had significantly grown in grade 4 and 5. The accuracy of the three judgments of metamemory had not developed. The level of metamemory control had significantly grown from grade 3 to 5. The conclusion was that the ability of metamemory monitoring and control of children with LD was lower than better-learning children, and their metamemory ability rose with age.

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