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采用学习判断绝对准确性的差异分数值为指标,探讨学习困难学生理解监测准确性的特点。实验一考察学习困难学生和学习优秀学生理解监测准确性的差异,实验二考察延迟关键词效应对学习困难学生理解监测准确性的影响。结果表明,学习困难学生理解监测准确性显著低于学习优秀学生,延迟关键词显著提高了学习困难学生的理解监测准确性。
Using the difference scores of absolute accuracy of learning judgment as an index to explore the characteristics of students with learning difficulties in understanding the accuracy of monitoring. Experiment 1 examines the differences between the students with learning disabilities and those who learn to learn to understand the accuracy of the monitoring, and Experiment 2 examines the effect of the delayed keyword effect on the accuracy of students’ understanding of monitoring. The results show that students with learning difficulties understand that the monitoring accuracy is significantly lower than that of outstanding students, and the delay of keywords significantly improves the monitoring accuracy of students with learning difficulties.