Students consistently report multitasking (e.g., checking social media, texting, watching Netflix) when studying on their own (e.g., Junco & Cotton, Computers & Education, 59[2], 505–514, 2012). Multitasking impairs explicit learning (e.g., Carrier, Rosen, Cheever, & Lim, Developmental Review, 35, 64–78, 2015), but the impact of multitasking on metacognitive monitoring and control is less clear. Metacognition may compete with ongoing cognitive processing for mental resources (e.g., Nelson & Narens, The Psychology of Learning and Motivation, 26, 125–141, 1990) and would be impaired by dividing attention; alternatively, metacognition may require little attention (e.g., Boekaerts & Niemivirta, Handbook of Self-Regulation [pp. 417–450], 2000) and would not be impacted by dividing attention. Across three experiments, we assessed the influence of divided attention on metacognition. Participants made item-by-item judgements of learning (JOLs) after studying word pairs under full or divided attention (Experiment 1) and made restudy choices (Experiments 2 & 3). Dividing attention had little impact on the resolution of learners’ metacognitive monitoring, but significantly impaired calibration of monitoring, the relationship between monitoring and control, and the efficacy of metacognitive control. The data suggest that monitoring may require few cognitive resources, but controlling one’s learning (e.g., planning what to restudy and implementing a plan) may demand significant mental resources.

学生在自学时始终报告多任务处理（例如，查看社交媒体、发短信、看 Netflix）（例如，Junco & Cotton, Computers & Education, 59 [2], 505–514, 2012）。多任务处理会损害显式学习（例如，Carrier, Rosen, Cheever, & Lim, Developmental Review, 35, 64–78, 2015），但多任务处理对元认知监测和控制的影响尚不清楚。元认知可能会与正在进行的认知处理竞争心理资源（例如，Nelson & Narens, The Psychology of Learning and Motivation , 26 , 125–141, 1990），并且会因注意力分散而受损；或者，元认知可能需要很少的关注（例如，Boekaerts & Niemivirta, Handbook of Self-Regulation[页。417–450], 2000) 并且不会受到分散注意力的影响。在三个实验中，我们评估了注意力分散对元认知的影响。参与者在全神贯注或全神贯注（实验 1）下学习单词对后，对学习做出逐项判断（JOLs），并做出重新研究的选择（实验 2 和 3）。分散注意力对学习者元认知监测的分辨率影响不大，但显着损害监测的校准、监测与控制的关系以及元认知控制的有效性。数据表明，监控可能需要很少的认知资源，但控制一个人的学习（例如，计划重新学习和实施计划）可能需要大量的心理资源。