The effect of writing script on efficiency and metacognitive monitoring in inferential word learning

IF 3.9 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Metacognition and Learning Pub Date : 2024-03-16 DOI:10.1007/s11409-024-09380-3

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Abstract

The writing system – the transparency of orthography in alphabet-based systems and differences between logographic and phonetic-based systems – can affect the efficiency of inferential word learning when words are introduced visually. It can also shape how people self-evaluate their learning success (we refer to such type of self-evaluation as metacognitive monitoring of word learning). By contrast, differences in metacognition and learning performance do not emerge when words are presented auditorily. To measure metacognition, we assessed retrospective confidence by asking participants to rate their certainty about the correctness of their responses. As this direct question raises a person’s conscious awareness of how well they have learned a particular lexical unit, it allowed us to measure those aspects of metacognition that are modulated by consciousness. Such consciousness comes into play when a word is associated with an object. Differences in conscious awareness of the word learning success when words are represented visually make differential demands on word learning across languages and modalities. The observed differences between populations using different writing systems and between perceptual modalities may potentially modulate the effectiveness of vocabulary acquisition activities during foreign language learning.

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写作脚本对推理词学习效率和元认知监控的影响

摘要书写系统--以字母为基础的系统中正字法的透明度以及对数系统和拼音系统之间的差异--会影响以视觉方式引入单词时推理单词学习的效率。它还会影响人们如何自我评价学习的成功与否（我们把这种自我评价称为对单词学习的元认知监控）。相比之下，当单词以听觉方式呈现时，元认知和学习成绩的差异并不明显。为了测量元认知，我们通过让参与者评价他们对自己回答的正确性的确定性来评估回溯信心。由于这个直接的问题会让人有意识地意识到自己对某个词汇单元的学习效果如何，因此我们可以通过它来测量元认知中受意识调节的那些方面。当一个词与一个对象相关联时，这种意识就会发挥作用。当单词以视觉形式呈现时，对单词学习成功的意识差异会对不同语言和模式的单词学习产生不同的要求。所观察到的使用不同书写系统和不同感知模式的人群之间的差异可能会调节外语学习过程中词汇学习活动的效果。

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来源期刊

Metacognition and Learning Multiple-

CiteScore

6.20

自引率

15.20%

发文量

期刊介绍： The journal "Metacognition and Learning" addresses various components of metacognition, such as metacognitive awareness, experiences, knowledge, and executive skills. Both general metacognition as well as domain-specific metacognitions in various task domains (mathematics, physics, reading, writing etc.) are considered. Papers may address fundamental theoretical issues, measurement issues regarding both quantitative and qualitative methods, as well as empirical studies about individual differences in metacognition, relations with other learner characteristics and learning strategies, developmental issues, the training of metacognition components in learning, and the teacher’s role in metacognition training. Studies highlighting the role of metacognition in self- or co-regulated learning as well as its relations with motivation and affect are also welcomed. Submitted papers are judged on theoretical relevance, methodological thoroughness, and appeal to an international audience. The journal aims for a high academic standard with relevance to the field of educational practices. One restriction is that papers should pertain to the role of metacognition in learning situations. Self-regulation in clinical settings, such as coping with phobia or anxiety outside learning situations, is beyond the scope of the journal.