首页 > 最新文献

Metacognition and Learning最新文献

英文 中文
Age-related differences in metacognitive reactivity in younger and older adults 年轻人和老年人元认知反应能力的年龄差异
IF 3.3 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-07-01 DOI: 10.1007/s11409-024-09391-0
Dillon H. Murphy, Matthew G. Rhodes, Alan D. Castel

When we monitor our learning, often measured via judgments of learning (JOLs), this metacognitive process can change what is remembered. For example, prior work has demonstrated that making JOLs enhances memory for related, but not unrelated, word pairs in younger adults. In the current study, we examined potential age-related differences in metacognitive reactivity. Younger and older adults studied lists of related and unrelated word pairs to remember for a later cued recall test where they would be presented with one of the words from the pair and be asked to recall its associate. Additionally, participants either made a JOL for each pair or had an inter-stimulus interval of equal duration as the JOL period. Results revealed that while making metacognitive judgments did not significantly affect memory in younger adults (i.e., no reactivity), this procedure impaired memory in older adults (i.e., negative reactivity), particularly for unrelated word pairs. Specifically, older adults demonstrated better cued recall when each word was followed by an inter-stimulus interval than when asked to predict the likelihood of remembering each word during the study phase. This may be a consequence of JOLs increasing task demands/cognitive load, which could reduce the elaborative encoding of associations between word pairs in older adults, but older adults’ preserved or even enhanced semantic memory may mask negative reactivity for related word pairs. Future work is needed to better understand the mechanisms contributing to the reactivity effects in younger and older adults for different types of to-be-remembered information.

当我们监控自己的学习时(通常通过学习判断(JOL)来衡量),这种元认知过程可以改变记忆内容。例如,先前的研究表明,在年轻成年人中,做出学习判断会增强对相关单词对的记忆,但不会增强对不相关单词对的记忆。在本研究中,我们考察了元认知反应性中与年龄相关的潜在差异。年轻和年长的成年人研究了相关和不相关的词对列表,以便在稍后的提示回忆测试中进行记忆。此外,受试者要么对每对单词进行联合认知(JOL),要么让刺激之间的间隔时间与联合认知时间相等。结果发现,虽然元认知判断对年轻人的记忆没有明显影响(即无反应性),但这一过程却会损害老年人的记忆(即负反应性),尤其是对不相关的词对。具体来说,与要求老年人在研究阶段预测记住每个单词的可能性相比,当每个单词后面都有一个刺激间歇时,老年人表现出更好的提示记忆能力。这可能是 JOLs 增加了任务要求/认知负荷的结果,这可能会减少老年人对词对之间关联的精细编码,但老年人保留甚至增强的语义记忆可能会掩盖对相关词对的消极反应性。今后的工作需要更好地了解导致年轻人和老年人对不同类型的待记忆信息产生反应效应的机制。
{"title":"Age-related differences in metacognitive reactivity in younger and older adults","authors":"Dillon H. Murphy, Matthew G. Rhodes, Alan D. Castel","doi":"10.1007/s11409-024-09391-0","DOIUrl":"https://doi.org/10.1007/s11409-024-09391-0","url":null,"abstract":"<p>When we monitor our learning, often measured via judgments of learning (JOLs), this metacognitive process can change what is remembered. For example, prior work has demonstrated that making JOLs enhances memory for related, but not unrelated, word pairs in younger adults. In the current study, we examined potential age-related differences in metacognitive reactivity. Younger and older adults studied lists of related and unrelated word pairs to remember for a later cued recall test where they would be presented with one of the words from the pair and be asked to recall its associate. Additionally, participants either made a JOL for each pair or had an inter-stimulus interval of equal duration as the JOL period. Results revealed that while making metacognitive judgments did not significantly affect memory in younger adults (i.e., no reactivity), this procedure impaired memory in older adults (i.e., negative reactivity), particularly for unrelated word pairs. Specifically, older adults demonstrated better cued recall when each word was followed by an inter-stimulus interval than when asked to predict the likelihood of remembering each word during the study phase. This may be a consequence of JOLs increasing task demands/cognitive load, which could reduce the elaborative encoding of associations between word pairs in older adults, but older adults’ preserved or even enhanced semantic memory may mask negative reactivity for related word pairs. Future work is needed to better understand the mechanisms contributing to the reactivity effects in younger and older adults for different types of to-be-remembered information.</p>","PeriodicalId":47385,"journal":{"name":"Metacognition and Learning","volume":"1 1","pages":""},"PeriodicalIF":3.3,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141525086","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Psychometric properties of the Metacognitive Awareness Inventory (MAI): standardization to an international spanish with 12 countries 元认知意识量表(MAI)的心理测量特性:与 12 个国家的国际西班牙文标准化
IF 3.3 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-06-24 DOI: 10.1007/s11409-024-09388-9
Antonio P. Gutierrez de Blume, Diana Marcela Montoya Londoño, Virginia Jiménez Rodríguez, Olivia Morán Núñez, Ariel Cuadro, Lilián Daset, Mauricio Molina Delgado, Claudia García de la Cadena, María Beatríz Beltrán Navarro, Aníbal Puente Ferreras, Sebastián Urquijo, Walter Lizandro Arias

Metacognition is defined as a higher-order thinking skill that enables individuals to monitor, control, and regulate their thinking and behavior. In education, this skill is important, as learners need to self-regulate their learning behaviors for successful lifelong learning. Thus, it is essential for educators and learners alike to know their metacognitive skills. Researchers can assist in this endeavor by developing sound and valid quantitative measures for psychological phenomena such as metacognition. No measure is more commonly used for this purpose than the Metacognitive Awareness Inventory (MAI). In the present study, the International Group on Metacognition validated the MAI employing a standard, international Spanish with a robust sample of 12 Spanish-speaking countries and 1,622 undergraduate university students. Results revealed a solid final baseline confirmatory factor analysis model for all 12 countries that supports the original two-factor structure reported in English-speaking samples from the United States. Additionally, multigroup measurement invariance analyses revealed that although five parameters varied slightly across some countries, chi-square difference tests indicated that the comparison model with these constraints freely estimated was not significantly better than the fully constrained null model, supporting measurement invariance across countries. Thus, our version of the MAI using standard, international Spanish is a valid and reliable tool for measuring metacognitive awareness in Spanish-speaking countries.

元认知被定义为一种高阶思维技能,它使个人能够监测、控制和调节自己的思维和行为。在教育领域,这项技能非常重要,因为学习者需要自我调节学习行为,以实现成功的终身学习。因此,教育者和学习者都必须了解自己的元认知技能。研究人员可以通过为元认知等心理现象制定合理有效的定量测量方法来帮助实现这一目标。在这方面,最常用的测量方法莫过于元认知意识量表(MAI)。在本研究中,国际元认知小组采用标准、国际化的西班牙语对 MAI 进行了验证,样本包括 12 个西班牙语国家和 1622 名本科大学生。结果显示,所有 12 个国家的最终基线确认因素分析模型都支持在美国英语样本中报告的原始双因素结构。此外,多组测量不变性分析表明,虽然有五个参数在一些国家略有不同,但卡方差检验表明,自由估计这些限制条件的比较模型并没有明显优于完全限制的无效模型,这支持了各国间的测量不变性。因此,我们使用标准国际西班牙语编制的 MAI 是测量西班牙语国家元认知意识的有效而可靠的工具。
{"title":"Psychometric properties of the Metacognitive Awareness Inventory (MAI): standardization to an international spanish with 12 countries","authors":"Antonio P. Gutierrez de Blume, Diana Marcela Montoya Londoño, Virginia Jiménez Rodríguez, Olivia Morán Núñez, Ariel Cuadro, Lilián Daset, Mauricio Molina Delgado, Claudia García de la Cadena, María Beatríz Beltrán Navarro, Aníbal Puente Ferreras, Sebastián Urquijo, Walter Lizandro Arias","doi":"10.1007/s11409-024-09388-9","DOIUrl":"https://doi.org/10.1007/s11409-024-09388-9","url":null,"abstract":"<p>Metacognition is defined as a higher-order thinking skill that enables individuals to monitor, control, and regulate their thinking and behavior. In education, this skill is important, as learners need to self-regulate their learning behaviors for successful lifelong learning. Thus, it is essential for educators and learners alike to know their metacognitive skills. Researchers can assist in this endeavor by developing sound and valid quantitative measures for psychological phenomena such as metacognition. No measure is more commonly used for this purpose than the Metacognitive Awareness Inventory (MAI). In the present study, the International Group on Metacognition validated the MAI employing a standard, international Spanish with a robust sample of 12 Spanish-speaking countries and 1,622 undergraduate university students. Results revealed a solid final baseline confirmatory factor analysis model for all 12 countries that supports the original two-factor structure reported in English-speaking samples from the United States. Additionally, multigroup measurement invariance analyses revealed that although five parameters varied slightly across some countries, chi-square difference tests indicated that the comparison model with these constraints freely estimated was not significantly better than the fully constrained null model, supporting measurement invariance across countries. Thus, our version of the MAI using standard, international Spanish is a valid and reliable tool for measuring metacognitive awareness in Spanish-speaking countries.</p>","PeriodicalId":47385,"journal":{"name":"Metacognition and Learning","volume":"18 1","pages":""},"PeriodicalIF":3.3,"publicationDate":"2024-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141529445","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Examining metacognitive strategy use in L1 and L2 task-situated writing: effects, transferability, and cross-language facilitation 研究第一语言和第二语言任务情景写作中元认知策略的使用:效果、可迁移性和跨语言促进作用
IF 3.3 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-06-18 DOI: 10.1007/s11409-024-09387-w
Wandong Xu, Xinhua Zhu

Despite the widely recognized importance of metacognition in language learning, relatively few empirical studies have investigated the role of metacognitive strategies with a cross-linguistic perspective. Drawing on the mixed-method design combining questionnaire and interview data, this study systematically investigated the effects, the transfer potential, and the cross-language facilitation of metacognitive strategies between L1 and L2 contexts. Structural equation modelling (SEM) and multigroup analysis results revealed that metacognitive strategies afforded a more prominent predictive role in English (L2) writing than in Chinese (L1) writing; such strategy use transferred between the two writing contexts, which kept invariant between lower- and higher- L2 proficiency groups and between English and non-English major groups; and there was a cross-language facilitation effect of L1 writing metacognitive strategies on L2 writing performance via the mediation of L2 writing metacognitive strategies. Complementary to the quantitative results, the qualitative interview data was analyzed to provide deep insights into the participating students’ metacognitive strategy use in the two task-situated writing. Findings are extensively discussed to offer theoretical and pedagogical implications in this domain.

尽管元认知在语言学习中的重要性已得到广泛认可,但从跨语言角度研究元认知策略作用的实证研究却相对较少。本研究采用问卷调查和访谈相结合的混合方法,系统地研究了元认知策略在第一语言和第二语言语境中的作用、迁移潜力和跨语言促进作用。结构方程建模(SEM)和多组分析结果显示,元认知策略在英语(L2)写作中的预测作用比在汉语(L1)写作中更突出;元认知策略的使用在两种写作语境之间发生迁移,这在L2水平较低和较高的组别之间以及英语专业和非英语专业组别之间保持不变;通过L2写作元认知策略的中介作用,L1写作元认知策略对L2写作成绩存在跨语言促进效应。与定量结果相辅相成,定性访谈数据的分析深入揭示了参与研究的学生在两种任务情景写作中元认知策略的使用情况。研究对结果进行了广泛讨论,以提供该领域的理论和教学启示。
{"title":"Examining metacognitive strategy use in L1 and L2 task-situated writing: effects, transferability, and cross-language facilitation","authors":"Wandong Xu, Xinhua Zhu","doi":"10.1007/s11409-024-09387-w","DOIUrl":"https://doi.org/10.1007/s11409-024-09387-w","url":null,"abstract":"<p>Despite the widely recognized importance of metacognition in language learning, relatively few empirical studies have investigated the role of metacognitive strategies with a cross-linguistic perspective. Drawing on the mixed-method design combining questionnaire and interview data, this study systematically investigated the effects, the transfer potential, and the cross-language facilitation of metacognitive strategies between L1 and L2 contexts. Structural equation modelling (SEM) and multigroup analysis results revealed that metacognitive strategies afforded a more prominent predictive role in English (L2) writing than in Chinese (L1) writing; such strategy use transferred between the two writing contexts, which kept invariant between lower- and higher- L2 proficiency groups and between English and non-English major groups; and there was a cross-language facilitation effect of L1 writing metacognitive strategies on L2 writing performance via the mediation of L2 writing metacognitive strategies. Complementary to the quantitative results, the qualitative interview data was analyzed to provide deep insights into the participating students’ metacognitive strategy use in the two task-situated writing. Findings are extensively discussed to offer theoretical and pedagogical implications in this domain.</p>","PeriodicalId":47385,"journal":{"name":"Metacognition and Learning","volume":"31 1","pages":""},"PeriodicalIF":3.3,"publicationDate":"2024-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141529577","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Supporting college students’ metacognitive monitoring in a biology course through practice and timely monitoring feedback 通过练习和及时监测反馈,在生物课程中支持大学生进行元认知监测
IF 3.3 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-05-18 DOI: 10.1007/s11409-024-09385-y
Ying Wang, Rayne A. Sperling, Jennelle L. Malcos

The present study investigated the extent to which monitoring practice and timely monitoring feedback, contextualized in an online undergraduate biology course, improved students’ metacognitive monitoring and learning outcomes. The intervention followed a true experimental design and randomly assigned 162 students into three conditions: a control condition, a monitoring practice (MP) condition, and a monitoring practice and timely monitoring feedback (MP + MF) condition. Students in the control condition received weekly content practice in alignment with the concurrent course content. Students in the MP condition also received weekly content practice but in addition received monitoring practice for each weekly practice session. In the MP + MF condition, students additionally received timely monitoring feedback for each item, which indicated whether they were underconfident, accurate, or overconfident in their answers. Results showed that students across the three conditions reported higher metacognitive awareness and self-efficacy for strategic learning. Additionally, students in the MP + MF condition were more accurate in monitoring their learning, especially in monitoring the difficult knowledge items when compared to the control condition. Students’ qualitative judgment justification responses also demonstrated the factors they considered when judging their performance. Implications for future research and practice are discussed.

本研究调查了在线本科生物课程中的监控练习和及时监控反馈在多大程度上改善了学生的元认知监控和学习效果。干预采用了真正的实验设计,将 162 名学生随机分配到三个条件中:对照条件、监控练习(MP)条件和监控练习与及时监控反馈(MP + MF)条件。对照条件下的学生每周接受与同期课程内容一致的内容练习。在 MP 条件下,学生每周也进行内容练习,但在每周的练习课上还进行监控练习。在 MP + MF 条件下,学生还能及时获得每个项目的监测反馈,这些反馈会显示他们的答案是不够自信、准确还是过于自信。结果显示,三种条件下的学生都具有较高的元认知意识和策略学习的自我效能感。此外,与对照组相比,"MP + MF "条件下的学生在监控自己的学习方面更加准确,尤其是在监控难度较大的知识点方面。学生的定性判断理由回答也表明了他们在判断自己的成绩时所考虑的因素。本文讨论了对未来研究和实践的启示。
{"title":"Supporting college students’ metacognitive monitoring in a biology course through practice and timely monitoring feedback","authors":"Ying Wang, Rayne A. Sperling, Jennelle L. Malcos","doi":"10.1007/s11409-024-09385-y","DOIUrl":"https://doi.org/10.1007/s11409-024-09385-y","url":null,"abstract":"<p>The present study investigated the extent to which monitoring practice and timely monitoring feedback, contextualized in an online undergraduate biology course, improved students’ metacognitive monitoring and learning outcomes. The intervention followed a true experimental design and randomly assigned 162 students into three conditions: a control condition, a monitoring practice (MP) condition, and a monitoring practice and timely monitoring feedback (MP + MF) condition. Students in the control condition received weekly content practice in alignment with the concurrent course content. Students in the MP condition also received weekly content practice but in addition received monitoring practice for each weekly practice session. In the MP + MF condition, students additionally received timely monitoring feedback for each item, which indicated whether they were underconfident, accurate, or overconfident in their answers. Results showed that students across the three conditions reported higher metacognitive awareness and self-efficacy for strategic learning. Additionally, students in the MP + MF condition were more accurate in monitoring their learning, especially in monitoring the difficult knowledge items when compared to the control condition. Students’ qualitative judgment justification responses also demonstrated the factors they considered when judging their performance. Implications for future research and practice are discussed.</p>","PeriodicalId":47385,"journal":{"name":"Metacognition and Learning","volume":"28 1","pages":""},"PeriodicalIF":3.3,"publicationDate":"2024-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141060678","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
The factor structure of the arabic version of the metacognitive awareness inventory short version: insights from network analysis 阿拉伯语版元认知意识清单简版的因子结构:网络分析的启示
IF 3.3 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-04-06 DOI: 10.1007/s11409-024-09384-z
Albandri Sultan Alotaibi

Metacognition awareness is a fundamental skill for the 21st century. Accurately measuring metacognitive awareness would be highly relevant regardless of age, background, or cognitive abilities. The current study aimed to evaluate the psychometric properties of the 19-item Metacognitive Awareness Inventory-Arabic version (MAI-A) in the general population of Saudi Arabia. The current study employed Exploratory Factor Analysis (EFA), Confirmatory Factor Analysis (CFA), Cronbach’s alpha and McDonald’s omega (reliability), and average variance extracted and composite reliability (validity to evaluate the psychometric properties of MAI-A among a sample of the Arabian population. Measurement invariance across male and female samples had been conducted. Finally, the Exploratory Graph Analysis (EGA) was used to estimate the dimensional structure of the MAI. In the first step, quantitative face validity was presented to remove the one on the items because of poor indexes. So, the evaluated version was 18 items MAI. Also, the first-order and second-order CFA confirmed the 2-factor model. So, the 18-item MAI presented suitable internal consistency. Second-order average variance extracted validity showed suitable validity of the MAI-A. According to ∆CFI and ΔRMSEA, there was no gender invariance between males and females in the MAI-A structure. Finally, the EGA estimated a 3-dimensional structure of the MAI, which was different from the factor structure in the CFA. The MAI-A is a practical and cost-effective tool for evaluating metacognitive awareness in Arab populations. However, future studies should be conducted due to differences between traditional methods (CFA)I and novel methods (EGA) in extracting factors.

元认知意识是 21 世纪的一项基本技能。准确测量元认知意识与年龄、背景或认知能力无关。本研究旨在评估 19 项元认知意识量表-阿拉伯语版(MAI-A)在沙特阿拉伯普通人群中的心理测量特性。本研究采用了探索性因子分析(EFA)、确认性因子分析(CFA)、克朗巴赫α和麦当劳欧米茄(信度)、平均方差提取和复合信度(效度)来评估阿拉伯人口样本中 MAI-A 的心理测量特性。对男性和女性样本进行了测量不变性分析。最后,使用探索性图表分析法(EGA)估计 MAI 的维度结构。第一步,提出了定量面效度,删除了一个指标较差的项目。因此,评估版本为 18 个项目的 MAI。此外,一阶和二阶 CFA 证实了 2 因子模型。因此,18 个项目的 MAI 具有合适的内部一致性。二阶平均方差提取效度表明 MAI-A 具有适当的效度。根据ΔCFI和ΔRMSEA,MAI-A结构在男性和女性之间不存在性别不变性。最后,EGA估计了MAI的三维结构,这与CFA中的因子结构不同。MAI-A 是评估阿拉伯人群元认知意识的一种实用且经济有效的工具。然而,由于传统方法(CFA)I 和新型方法(EGA)在提取因子方面存在差异,因此今后应开展相关研究。
{"title":"The factor structure of the arabic version of the metacognitive awareness inventory short version: insights from network analysis","authors":"Albandri Sultan Alotaibi","doi":"10.1007/s11409-024-09384-z","DOIUrl":"https://doi.org/10.1007/s11409-024-09384-z","url":null,"abstract":"<p>Metacognition awareness is a fundamental skill for the 21st century. Accurately measuring metacognitive awareness would be highly relevant regardless of age, background, or cognitive abilities. The current study aimed to evaluate the psychometric properties of the 19-item Metacognitive Awareness Inventory-Arabic version (MAI-A) in the general population of Saudi Arabia. The current study employed Exploratory Factor Analysis (EFA), Confirmatory Factor Analysis (CFA), Cronbach’s alpha and McDonald’s omega (reliability), and average variance extracted and composite reliability (validity to evaluate the psychometric properties of MAI-A among a sample of the Arabian population. Measurement invariance across male and female samples had been conducted. Finally, the Exploratory Graph Analysis (EGA) was used to estimate the dimensional structure of the MAI. In the first step, quantitative face validity was presented to remove the one on the items because of poor indexes. So, the evaluated version was 18 items MAI. Also, the first-order and second-order CFA confirmed the 2-factor model. So, the 18-item MAI presented suitable internal consistency. Second-order average variance extracted validity showed suitable validity of the MAI-A. According to ∆CFI and ΔRMSEA, there was no gender invariance between males and females in the MAI-A structure. Finally, the EGA estimated a 3-dimensional structure of the MAI, which was different from the factor structure in the CFA. The MAI-A is a practical and cost-effective tool for evaluating metacognitive awareness in Arab populations. However, future studies should be conducted due to differences between traditional methods (CFA)I and novel methods (EGA) in extracting factors.</p>","PeriodicalId":47385,"journal":{"name":"Metacognition and Learning","volume":"45 1","pages":""},"PeriodicalIF":3.3,"publicationDate":"2024-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140568081","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Effects of availability of diagnostic and non-diagnostic cues on the accuracy of teachers’ judgments of students’ text comprehension 诊断性和非诊断性线索对教师判断学生课文理解准确性的影响
IF 3.3 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-04-05 DOI: 10.1007/s11409-024-09383-0
Janneke van de Pol, Eleanor Rowan, Eva Janssen, Tamara van Gog

Accurately judging students’ comprehension is a key professional competence for teachers. It is crucial for adapting instruction to students’ needs and thereby promoting student learning. According to the cue-utilization framework, the accuracy of teachers’ judgments depends on how predictive (or diagnostic) the information (or cues) that teachers use to make judgments is of student performance. It is, however, unclear from prior studies if merely providing access to diagnostic cues aids accuracy, or whether this only helps if non-diagnostic cues are unavailable or ignored. Therefore, we investigated, using a within-subjects experimental design, the accuracy of secondary school teachers’ (N = 33) judgments of anonymous students’ text comprehension under four cue availability conditions: 1) non-diagnostic cues only; 2) diagnostic cues only; 3) a mix of diagnostic and non-diagnostic cues; and, 4) after an intervention informing them of the diagnosticity of cues, again a mix of diagnostic and non-diagnostic cues. Access to diagnostic cues enhanced teachers’ judgment accuracy, while access to non-diagnostic cues hindered it. While teachers’ judgment accuracy was not enhanced by the intervention (presumably because it was already relatively high), their diagnostic cue utilization increased, and non-diagnostic cue utilization decreased. In addition, teachers’ calibration increased after the intervention: They knew better when their judgments were (in)accurate. Furthermore, teachers were quite aware that diagnostic cues are diagnostic, but their awareness that non-diagnostic cues (especially students’ interest) are not, could be improved. These results could be useful in designing effective interventions to further foster teachers’ judgment accuracy.

准确判断学生的理解能力是教师的一项重要专业能力。这对于因材施教,从而促进学生的学习至关重要。根据线索利用框架,教师判断的准确性取决于教师用来做出判断的信息(或线索)对学生成绩的预测性(或诊断性)。然而,以往的研究还不清楚,仅仅提供诊断性线索是否有助于提高判断的准确性,还是只有在非诊断性线索不可用或被忽视的情况下才有助于提高判断的准确性。因此,我们采用主体内实验设计,研究了中学教师(33 人)在四种线索可用性条件下对匿名学生的文本理解能力做出判断的准确性:1)只有非诊断性线索;2)只有诊断性线索;3)诊断性和非诊断性线索混合;4)在告知他们线索诊断性的干预之后,同样是诊断性和非诊断性线索混合。获得诊断性线索提高了教师判断的准确性,而获得非诊断性线索则降低了教师判断的准确性。虽然教师的判断准确率并没有因为干预而提高(可能是因为他们的判断准确率已经相对较高),但他们对诊断性线索的利用率提高了,而对非诊断性线索的利用率降低了。此外,干预后教师的校准能力也有所提高:他们更清楚自己的判断何时(不)准确。此外,教师们很清楚诊断线索具有诊断作用,但他们对非诊断线索(尤其是学生的兴趣)不具有诊断作用的认识还有待提高。这些结果有助于设计有效的干预措施,进一步提高教师判断的准确性。
{"title":"Effects of availability of diagnostic and non-diagnostic cues on the accuracy of teachers’ judgments of students’ text comprehension","authors":"Janneke van de Pol, Eleanor Rowan, Eva Janssen, Tamara van Gog","doi":"10.1007/s11409-024-09383-0","DOIUrl":"https://doi.org/10.1007/s11409-024-09383-0","url":null,"abstract":"<p>Accurately judging students’ comprehension is a key professional competence for teachers. It is crucial for adapting instruction to students’ needs and thereby promoting student learning. According to the cue-utilization framework, the accuracy of teachers’ judgments depends on how predictive (or diagnostic) the information (or cues) that teachers use to make judgments is of student performance. It is, however, unclear from prior studies if merely providing access to diagnostic cues aids accuracy, or whether this only helps if non-diagnostic cues are unavailable or ignored. Therefore, we investigated, using a within-subjects experimental design, the accuracy of secondary school teachers’ (<i>N</i> = 33) judgments of anonymous students’ text comprehension under four cue availability conditions: 1) non-diagnostic cues only; 2) diagnostic cues only; 3) a mix of diagnostic and non-diagnostic cues; and, 4) after an intervention informing them of the diagnosticity of cues, again a mix of diagnostic and non-diagnostic cues. Access to diagnostic cues enhanced teachers’ judgment accuracy, while access to non-diagnostic cues hindered it. While teachers’ judgment accuracy was not enhanced by the intervention (presumably because it was already relatively high), their diagnostic cue utilization increased, and non-diagnostic cue utilization decreased. In addition, teachers’ calibration increased after the intervention: They knew better when their judgments were (in)accurate. Furthermore, teachers were quite aware that diagnostic cues are diagnostic, but their awareness that non-diagnostic cues (especially students’ interest) are not, could be improved. These results could be useful in designing effective interventions to further foster teachers’ judgment accuracy.</p>","PeriodicalId":47385,"journal":{"name":"Metacognition and Learning","volume":"4 1","pages":""},"PeriodicalIF":3.3,"publicationDate":"2024-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140568072","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Soliciting judgments of learning reactively facilitates both recollection- and familiarity-based recognition memory 对学习作出反应性判断可促进基于回忆和熟悉的识别记忆
IF 3.3 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-03-27 DOI: 10.1007/s11409-024-09382-1
Jun Zheng, Baike Li, Wenbo Zhao, Ningxin Su, Tian Fan, Yue Yin, Yali Hu, Xiao Hu, Chunliang Yang, Liang Luo

Successful recognition is generally thought to be based on both recollection and familiarity of studied information. Recent studies found that making judgments of learning (JOLs) can reactively facilitate recognition performance, a form of reactivity effect on memory. The current study aimed to explore the roles of recollection and familiarity in the reactivity effect on recognition performance. Experiment 1 replicated the positive reactivity effect on recognition performance. Experiment 2 used the sequential remember/know (R/K) procedure, Experiment 3 utilized the simultaneous R/K procedure, and Experiment 4 inserted a long study-test interval (i.e., 24-h) to determine the roles of recollection and familiarity in the reactivity effect. These three experiments converged in demonstrating that making JOLs reactively facilitated recognition performance through enhancing both recollection and familiarity. Furthermore, there was minimal difference between the reactive influences on recollection and familiarity. The documented findings imply that the JOL reactivity effect on recognition is supported by two underlying mechanisms: greater recollection induced by enhanced distinctiveness, and superior familiarity induced by enhanced learning engagement.

一般认为,成功的识别基于对所学信息的回忆和熟悉程度。最近的研究发现,学习判断(JOLs)可以反应性地促进识别成绩,这是记忆反应性效应的一种形式。本研究旨在探讨回忆和熟悉在识别成绩反应性效应中的作用。实验 1 复制了对识别成绩的积极反应效应。实验二采用了顺序记忆/认识(R/K)程序,实验三采用了同步记忆/认识程序,实验四则插入了较长的学习-测试间隔(即 24 小时),以确定回忆和熟悉在反应性效应中的作用。这三个实验共同证明,通过增强回忆和熟悉程度,反应性地制作 JOL 有利于提高识别成绩。此外,反应性对回忆和熟悉程度的影响差异很小。这些研究结果表明,JOL 对识别的反应性影响是由两个基本机制支持的:增强的独特性诱发了更多的回忆,而增强的学习参与性诱发了更高的熟悉度。
{"title":"Soliciting judgments of learning reactively facilitates both recollection- and familiarity-based recognition memory","authors":"Jun Zheng, Baike Li, Wenbo Zhao, Ningxin Su, Tian Fan, Yue Yin, Yali Hu, Xiao Hu, Chunliang Yang, Liang Luo","doi":"10.1007/s11409-024-09382-1","DOIUrl":"https://doi.org/10.1007/s11409-024-09382-1","url":null,"abstract":"<p>Successful recognition is generally thought to be based on both recollection and familiarity of studied information. Recent studies found that making judgments of learning (JOLs) can reactively facilitate recognition performance, a form of <i>reactivity effect</i> on memory. The current study aimed to explore the roles of recollection and familiarity in the reactivity effect on recognition performance. Experiment 1 replicated the positive reactivity effect on recognition performance. Experiment 2 used the sequential remember/know (R/K) procedure, Experiment 3 utilized the simultaneous R/K procedure, and Experiment 4 inserted a long study-test interval (i.e., 24-h) to determine the roles of recollection and familiarity in the reactivity effect. These three experiments converged in demonstrating that making JOLs reactively facilitated recognition performance through enhancing both recollection and familiarity. Furthermore, there was minimal difference between the reactive influences on recollection and familiarity. The documented findings imply that the JOL reactivity effect on recognition is supported by two underlying mechanisms: greater recollection induced by enhanced distinctiveness, and superior familiarity induced by enhanced learning engagement.</p>","PeriodicalId":47385,"journal":{"name":"Metacognition and Learning","volume":"130 1","pages":""},"PeriodicalIF":3.3,"publicationDate":"2024-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140323486","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
The effect of writing script on efficiency and metacognitive monitoring in inferential word learning 写作脚本对推理词学习效率和元认知监控的影响
IF 3.3 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-03-16 DOI: 10.1007/s11409-024-09380-3

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.

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。
{"title":"The effect of writing script on efficiency and metacognitive monitoring in inferential word learning","authors":"","doi":"10.1007/s11409-024-09380-3","DOIUrl":"https://doi.org/10.1007/s11409-024-09380-3","url":null,"abstract":"<h3>Abstract</h3> <p>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.</p>","PeriodicalId":47385,"journal":{"name":"Metacognition and Learning","volume":"128 1","pages":""},"PeriodicalIF":3.3,"publicationDate":"2024-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140149941","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Examining pre-service teachers’ cognitive conditions and how this shapes their cognitive operations and metacognitive adaptations during emergency online practice teaching (PT) 研究职前教师的认知条件,以及这种条件如何影响他们在紧急在线实践教学(PT)中的认知操作和元认知调整
IF 3.3 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-03-12 DOI: 10.1007/s11409-024-09378-x

Abstract

This descriptive qualitative study examined pre-service teachers’ cognitive conditions, cognitive operations, and metacognitive adaptations during emergency online practice teaching. It further examined the intricate interplay between these components. Using pre- and post-open-ended questions and weekly reflections, qualitative methods were employed to examine participants’ cognitive conditions and processes in detail. The findings uncovered a cognitive paradox: pre-service teachers exhibited less sophisticated beliefs, negative emotions, low self-efficacy, and limited task knowledge while simultaneously holding high outcome expectations and mastery goals. Their cognitive operations revealed a similar cognitive paradox, highlighting the tension between the desired outcomes and the processes employed to attain them. They used both primitive and acquired cognitive operations. Their primitive cognitive operations were predominantly characterized by monitoring and assembling, whereas the acquired processes involved seeking and using feedback and observing. Like cognitive operations, their metacognitive adaptations were reactive and superficial, mainly focused on error identification and rectification. Although their cognitive and metacognitive engagement evolved with time, the presence of simultaneous paradoxical elements accentuates the complexity of the interplay between pre-service teachers’ cognitive conditions, cognitive operations, and metacognitive adaptations, making it a non-linear, complex, and multi-dimensional process driven by contradictory forces. These findings have important implications for teacher education programs, suggesting tailored interventions and support mechanisms.

摘要 本描述性定性研究考察了职前教师在紧急在线实践教学中的认知条件、认知操作和元认知适应。研究还进一步考察了这些组成部分之间错综复杂的相互作用。研究采用前后开放式问题和每周反思的定性方法,详细考察了参与者的认知条件和过程。研究结果发现了一种认知悖论:职前教师表现出较低的信念、消极情绪、较低的自我效能感和有限的任务知识,而同时又对结果抱有较高的期望和掌握目标。他们的认知操作也显示出类似的认知悖论,凸显了期望结果与实现目标的过程之间的矛盾。他们既使用原始认知操作,也使用后天认知操作。他们的原始认知操作主要表现为监控和组合,而习得性过程则包括寻求和使用反馈以及观察。与认知操作一样,他们的元认知适应也是被动和肤浅的,主要集中在错误识别和纠正上。虽然他们的认知和元认知参与随着时间的推移而发展,但同时存在的矛盾因素突出了职前教师认知条件、认知操作和元认知适应之间相互作用的复杂性,使其成为一个由矛盾力量驱动的非线性、复杂和多维的过程。这些发现对教师教育项目具有重要意义,建议采取有针对性的干预措施和支持机制。
{"title":"Examining pre-service teachers’ cognitive conditions and how this shapes their cognitive operations and metacognitive adaptations during emergency online practice teaching (PT)","authors":"","doi":"10.1007/s11409-024-09378-x","DOIUrl":"https://doi.org/10.1007/s11409-024-09378-x","url":null,"abstract":"<h3>Abstract</h3> <p>This descriptive qualitative study examined pre-service teachers’ cognitive conditions, cognitive operations, and metacognitive adaptations during emergency online practice teaching. It further examined the intricate interplay between these components. Using pre- and post-open-ended questions and weekly reflections, qualitative methods were employed to examine participants’ cognitive conditions and processes in detail. The findings uncovered a cognitive paradox: pre-service teachers exhibited less sophisticated beliefs, negative emotions, low self-efficacy, and limited task knowledge while simultaneously holding high outcome expectations and mastery goals. Their cognitive operations revealed a similar cognitive paradox, highlighting the tension between the desired outcomes and the processes employed to attain them. They used both primitive and acquired cognitive operations. Their primitive cognitive operations were predominantly characterized by monitoring and assembling, whereas the acquired processes involved seeking and using feedback and observing. Like cognitive operations, their metacognitive adaptations were reactive and superficial, mainly focused on error identification and rectification. Although their cognitive and metacognitive engagement evolved with time, the presence of simultaneous paradoxical elements accentuates the complexity of the interplay between pre-service teachers’ cognitive conditions, cognitive operations, and metacognitive adaptations, making it a non-linear, complex, and multi-dimensional process driven by contradictory forces. These findings have important implications for teacher education programs, suggesting tailored interventions and support mechanisms.</p>","PeriodicalId":47385,"journal":{"name":"Metacognition and Learning","volume":"11 1","pages":""},"PeriodicalIF":3.3,"publicationDate":"2024-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140117143","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Who can predict their performance more accurately? An investigation of undergraduate students’ self-assessment behavior in mathematics courses 谁能更准确地预测自己的成绩?本科生数学课程自我评估行为调查
IF 3.3 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-03-11 DOI: 10.1007/s11409-024-09381-2
Kedar Nepal, Ram C. Kafle

We collected data on students’ self-assessment behavior from four sections of a Calculus II course. Students were asked to write their expected scores on each of the weekly in-class quizzes and problems in the exams, immediately after they completed them. They were then asked to justify their expectation in writing. One-on-one interviews were conducted with a purposefully selected sample of students. During the interviews, they were asked to explain their perceived reasons for their self-assessment behaviors. While the results from quantitative analysis seemed to partially reinforce the findings of existing research that low performers generally overestimate, high performers underestimate their performance, and those in-between performers were (almost) accurate predictors, results from qualitative analysis provided additional insights into their self-assessment behaviors. After analyzing qualitative data, we identified five categories of student behavior: knowing about knowing (KK), not knowing about knowing (NKK), knowing about not knowing (KNK), knowing something is not known but not sure what (KBNKW), and not knowing about not knowing (NKNK). The quantitative analysis showed that students exhibited greater accuracy in assessing their performance when they belonged to the categories KK, KNK, and KBNKW, while their accuracy was lower when they fell into the categories NKNK and NKK. In other words, students who had greater awareness of their level of knowledge were more accurate in predicting their scores compared to their peers, irrespective of their actual performance levels. The logistic regression model revealed a substantial increase in the likelihood of underperforming students overestimating their performance compared to their high-performing counterparts.

我们从微积分 II 课程的四个部分中收集了有关学生自我评估行为的数据。我们要求学生在完成每周的随堂测验和考试问题后,立即写出他们对这些问题的预期分数。然后要求他们以书面形式证明自己的预期。对特意挑选的学生样本进行了一对一访谈。在访谈过程中,他们被要求解释自我评估行为的原因。定量分析的结果似乎部分证实了现有研究的结论,即成绩差的学生一般会高估自己的成绩,成绩好的学生会低估自己的成绩,而成绩介于两者之间的学生则(几乎)能准确预测自己的成绩。在对定性数据进行分析后,我们确定了五类学生行为:知道知道(KK)、不知道知道(NKK)、知道不知道(KNK)、知道某些事情不知道但不确定是什么(KBNKW)以及不知道不知道(NKNK)。定量分析结果表明,当学生属于 KK、KNK 和 KBNKW 类别时,他们评估自己成绩的准确率较高,而当他们属于 NKNK 和 NKK 类别时,他们评估自己成绩的准确率较低。换句话说,与同龄人相比,对自己的知识水平有更高认识的学生在预测自己的分数时更为准确,而与他们的实际成绩水平无关。逻辑回归模型显示,与成绩优秀的学生相比,成绩不佳的学生高估自己成绩的可能性大大增加。
{"title":"Who can predict their performance more accurately? An investigation of undergraduate students’ self-assessment behavior in mathematics courses","authors":"Kedar Nepal, Ram C. Kafle","doi":"10.1007/s11409-024-09381-2","DOIUrl":"https://doi.org/10.1007/s11409-024-09381-2","url":null,"abstract":"<p>We collected data on students’ self-assessment behavior from four sections of a Calculus II course. Students were asked to write their expected scores on each of the weekly in-class quizzes and problems in the exams, immediately after they completed them. They were then asked to justify their expectation in writing. One-on-one interviews were conducted with a purposefully selected sample of students. During the interviews, they were asked to explain their perceived reasons for their self-assessment behaviors. While the results from quantitative analysis seemed to partially reinforce the findings of existing research that low performers generally overestimate, high performers underestimate their performance, and those in-between performers were (almost) accurate predictors, results from qualitative analysis provided additional insights into their self-assessment behaviors. After analyzing qualitative data, we identified five categories of student behavior: knowing about knowing (KK), not knowing about knowing (NKK), knowing about not knowing (KNK), knowing something is not known but not sure what (KBNKW), and not knowing about not knowing (NKNK). The quantitative analysis showed that students exhibited greater accuracy in assessing their performance when they belonged to the categories KK, KNK, and KBNKW, while their accuracy was lower when they fell into the categories NKNK and NKK. In other words, students who had greater awareness of their level of knowledge were more accurate in predicting their scores compared to their peers, irrespective of their actual performance levels. The logistic regression model revealed a substantial increase in the likelihood of underperforming students overestimating their performance compared to their high-performing counterparts.</p>","PeriodicalId":47385,"journal":{"name":"Metacognition and Learning","volume":"17 1","pages":""},"PeriodicalIF":3.3,"publicationDate":"2024-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140099162","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
期刊
Metacognition and Learning
全部 Acc. Chem. Res. ACS Applied Bio Materials ACS Appl. Electron. Mater. ACS Appl. Energy Mater. ACS Appl. Mater. Interfaces ACS Appl. Nano Mater. ACS Appl. Polym. Mater. ACS BIOMATER-SCI ENG ACS Catal. ACS Cent. Sci. ACS Chem. Biol. ACS Chemical Health & Safety ACS Chem. Neurosci. ACS Comb. Sci. ACS Earth Space Chem. ACS Energy Lett. ACS Infect. Dis. ACS Macro Lett. ACS Mater. Lett. ACS Med. Chem. Lett. ACS Nano ACS Omega ACS Photonics ACS Sens. ACS Sustainable Chem. Eng. ACS Synth. Biol. Anal. Chem. BIOCHEMISTRY-US Bioconjugate Chem. BIOMACROMOLECULES Chem. Res. Toxicol. Chem. Rev. Chem. Mater. CRYST GROWTH DES ENERG FUEL Environ. Sci. Technol. Environ. Sci. Technol. Lett. Eur. J. Inorg. Chem. IND ENG CHEM RES Inorg. Chem. J. Agric. Food. Chem. J. Chem. Eng. Data J. Chem. Educ. J. Chem. Inf. Model. J. Chem. Theory Comput. J. Med. Chem. J. Nat. Prod. J PROTEOME RES J. Am. Chem. Soc. LANGMUIR MACROMOLECULES Mol. Pharmaceutics Nano Lett. Org. Lett. ORG PROCESS RES DEV ORGANOMETALLICS J. Org. Chem. J. Phys. Chem. J. Phys. Chem. A J. Phys. Chem. B J. Phys. Chem. C J. Phys. Chem. Lett. Analyst Anal. Methods Biomater. Sci. Catal. Sci. Technol. Chem. Commun. Chem. Soc. Rev. CHEM EDUC RES PRACT CRYSTENGCOMM Dalton Trans. Energy Environ. Sci. ENVIRON SCI-NANO ENVIRON SCI-PROC IMP ENVIRON SCI-WAT RES Faraday Discuss. Food Funct. Green Chem. Inorg. Chem. Front. Integr. Biol. J. Anal. At. Spectrom. J. Mater. Chem. A J. Mater. Chem. B J. Mater. Chem. C Lab Chip Mater. Chem. Front. Mater. Horiz. MEDCHEMCOMM Metallomics Mol. Biosyst. Mol. Syst. Des. Eng. Nanoscale Nanoscale Horiz. Nat. Prod. Rep. New J. Chem. Org. Biomol. Chem. Org. Chem. Front. PHOTOCH PHOTOBIO SCI PCCP Polym. Chem.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1