摘要：The purpose of this study was to compare the metacognitive abilities of low and middle-achievers in elementary school. Forty-nine low-and fifty middle-achieving 6th graders were selected from two elementary schools in Seoul. The tower of Hanoi with three discs was used to explore the children`s abilities. The subjects were asked to move the three discs on a post to another post five times. All children`s performances on the Hanoi tower were video taped. KEDI-WISC,an intelligence test was also used to see whether the children`s intelligence scores affect their performances. The results showed that: (1) there was no significant difference between the two groups in the rate of success for the tasks;(2) low-achievers took more time to finish the tasks than middle-achievers,but the time difference decreased dramatically after the first trial;(3) no significant differences was found in self monitoring abilities,though the low-achievers needed more time to start monitoring themselves;(4) low-achievers had much more difficulty in representing the tasks;(5) the IQ scores of the middle-achievers were significantly higher than the low-achievers,but the IQ scores of low achievers were more scattered than those of middle-achievers;that is,IQ scores significantly affected the performance of the children.
