熟慮型-衝動型児童における運動パフォーマンスに及ぼす認知的モニタリングの影響

抄録

It is considered that the cognitive style dimension of reflection-impulsivity should be determined from metacognitive processes. Cognitive monitoring, which plays an important part in metacognition, includes four aspects (metacognitive knowledge, metacognitive experience,cognitive goal, and cognitive strategy) in the metacognitive and cognitive processes. The purpose of this study was 1) to examine the cognitive style differences on the metacognitive processes, 2) to clarify the relation between the level of metacognitive knowledge and motor performance. Two groups were chosen from 268 fifth grade boys on the basis of latency and errors on the Matching Familiar Figures test: 25 reflective subjects (R group) and 25 impulsive subjects group (I group). Each group performed serial jumping tasks. The tasks were comprised of easy, middle and difficult level tasks that were determined by operating the kinds of colored hops. Each group was individually interviewed about the dependent variables of cognitive monitoring, and the checklist of awareness of cognitive strategies was administered. The main reuslts obtained were as follows: 1) The I group had a significantly lower level of metacognitive knowledge and a lower awareness of cognitive strategies than the R group on the difficult task. And the I group evaluated their motor performance better than the R group, although the I group performed with more errors than the R group on the difficult task. 2) Correlations revealed that the children's level of metacognitive knowledge was significantly related to motor performance: the more subjects were aware of the nature of performing tasks and strategies, the better they were performing.