[en] We examined the developmental course of metacognition concurrently in arithmetic problem solving and in episodic memory. In Experiment 1, children aged between 8 and 13 were asked to judge the ease with which they would select the better strategy on a given item before actually selecting and executing it. In Experiments 2 and 3, children had to judge their level of confidence in a strategy once selected. Results of these experiments indicated that children are able to accurately judge whether they select the better strategy on a given item in both the arithmetic and the memory domains, and that this ability improves with age. Using a comprehensive set of
metacognitive measures, our data support the hypothesis that metacognition is first domainspecific and then generalizes across domains as children mature. Implications of these findings to further our understanding of age-related changes in metacognition and its involvement in strategy selection are discussed.
Disciplines :
Theoretical & cognitive psychology
Author, co-author :
Geurten, Marie ; Université de Liège - ULiège > Département de Psychologie > Neuropsychologie
scite shows how a scientific paper has been cited by providing the context of the citation, a classification describing whether it supports, mentions, or contrasts the cited claim, and a label indicating in which section the citation was made.
Bibliography
Allen, M., Glen, J.C., Mullensiefen, D., Schwarzkopf, D.S., Callaghan, M.F., Rees, G., Metacognitive ability predicts hippocampal and prefrontal microstructure. bioRxiv, 2016, 10.1101/046359.
Anderson, J.R., Betts, S., Ferris, J.L., Fincham, J.M., Cognitive and metacognitive activity in mathematical problem solving: Prefrontal and parietal patterns. Cognitive, Affective & Behavioral Neuroscience 11 (2011), 52–67, 10.3758/s13415–010–0011–0.
Ardiale, E., Lemaire, P., Within–Item strategy switching: An age comparative study in adults. Psychology and Aging 27 (2012), 1138–1151, 10.1037/a0027772.
Ardiale, E., Lemaire, P., Effects of execution duration on within–item strategy switching in young and older adults. Journal of Cognitive Psychology 25 (2013), 464–472, 10.1080/20445911.2013.789854.
Baird, B., Smallwood, J., Gorgolewski, K.J., Margulies, D.S., Medial and lateral networks in anterior prefrontal cortex support metacognitive ability for memory and perception. Journal of Neuroscience 33 (2013), 16657–16665, 10.1523/JNEUROSCI.0786–13.2013.
Best, J.R., Miller, P.H., A developmental perspective on executive function. Child Development 81 (2010), 1641–1660, 10.1111/j.1467-8624.2010.01499.x.
Bjorklund, D.F., Dukes, C., Brown, R.D., The development of memory strategies. Courage, M.L., Cowan, N., (eds.) The development of memory in infancy and childhood, 2nd ed., 2009, Psychology Press, New York, 145–175.
Chua, E.F., Schacter, D.L., Sperling, R.A., Neural correlates of metamemory: A comparison of feeling–of–knowing and retrospective confidence judgments. Journal of Cognitive Neuroscience 21 (2008), 1751–1765, 10.1162/jocn.2009.21123.
Collette, F., Van der Linden, M., Laureys, S., Delfiore, G., Degueldre, C., Luxen, A., et al. Exploring the unity and diversity of the neural substrates of executive functioning. Human Brain Mapping 25 (2005), 409–423, 10.1002/hbm.20118.
DeMarie, D., Miller, P.H., Ferron, J., Cunningham, W.R., Path analysis tests of theoretical models of children's memory performance. Journal of Cognition and Development 5 (2004), 461–492, 10.1207/s15327647jcd0504_4.
Desrochers, A., Bergeron, M., Value of subjective frequency and imagery for a sample of 1,916 French language nouns. Canadian Journal of Experimental Psychology/Revue canadienne de psychologie experimentale 54 (2000), 274–325, 10.1037/h0087347.
Galvin, S.J., Podd, J.V., Drga, V., Whitmore, J., Type 2 tasks in the theory of signal detectability: Discrimination between correct and incorrect decisions. Psychonomic Bulletin & Review 10 (2003), 843–876, 10.3758/bf03196546.
Gardelle, V., Mamassian, P., Does Confidence Use a Common Currency Across Two Visual Tasks?. Psychological Science 25 (2014), 1286–1288, 10.1177/0956797614528956.
Geurten, M., Meulemans, T., The effect of feedback on children's metacognitive judgments: A heuristic account. Journal of Cognitive Psychology, 2016, 10.1080/20445911.2016.1229669.
Geurten, M., Willems, S., Metacognition in early childhood: Fertile ground to understand memory development?. Child Development Perspectives 10 (2016), 263–268, 10.1111/cdep.12201.
Geurten, M., Willems, S., Meulemans, T., Beyond the experience: Detection of metamemorial regularities. Consciousness and Cognition 33 (2015), 16–23, 10.1016/j.concog.2014.11.009.
Geurten, M., Catale, C., Meulemans, T., Involvement of executive functions in children's metamemory. Applied Cognitive Psychology 30 (2016), 70–80, 10.1002/acp.3168.
Geurten, M., Lejeune, C., Meulemans, T., Time's up! Involvement of metamemory knowledge, executive functions, and time monitoring in children's prospective memory performance. Child Neuropsychology 22 (2016), 443–457, 10.1080/09297049.2014.998642.
Ghatala, E.S., Strategy–monitoring training enables young learners to select effective strategies. Educational Psychologist 21 (1986), 43–54, 10.1080/00461520.1986.9653023.
Hair, J.F., Anderson, R.E., Tatham, R.L., Black, W.C., Multivariate data analysis. 1998, Prentice Hall International, New York, NY.
Kadosh, R.C., Dowker, A., The oxford handbook of numerical cognition. 2015, Oxford University Press, New York, NY.
Kelemen, W., Frost, P., Weaver, C., Individual differences in metacognition: Evidence against a general metacognitive ability. Memory & Cognition 28 (2000), 92–107, 10.3758/BF03211579.
Koriat, A., Metacognition and consciousness. Zelazo, P.D., Moscovitch, M., Thompson, E., (eds.) The Cambridge handbook of consciousness, 2007, Cambridge University Press, Cambridge, UK, 289–325.
Koriat, A., Ackerman, R., Choice latency as a cue for children's subjective confidence in the correctness of their answers. Developmental Science 13 (2010), 441–453, 10.1111/j.1467–7687.2009.00907.x.
Koriat, A., Shitzer–Reichert, R., Metacognitive judgments and their accuracy. Chambres, P., Izaute, M., Marescaux, P.–J., (eds.) Metacognition: Processes, function, and use, 2002, Kluwer Academic Publishers, Norwell, MA, 1–17.
Koriat, A., Nussinson, R., Bless, H., Shaked, N., Information–based and experience–based metacognitive judgments: Evidence from subjective confidence. Dunlosky, J., Bjork, R.A., (eds.) Handbook of metamemory and memory, 2008, Psychology Press, New York, NY, 117–135.
Kornbrot, D.E., Signal detection theory, the approach of choice: Model–Based and distribution–Free measures and evaluation. Perception & Psychophysics 68 (2006), 393–414, 10.3758/bf03193685.
Kornell, N., Son, L.K., Terrace, H.S., Transfer of metacognitive skills and hint seeking in monkeys. Psychological Science 18 (2007), 64–71, 10.1111/j.1467–9280.2007.01850.x.
Kuhn, D., Metacognitive development. Current Directions in Psychological Science 9 (2000), 178–181, 10.1111/1467–8721.00088.
Lachaud, C.M., CHACQFAM: une base de données renseignant l’âge d'acquisition estimé et la familiarité pour 1225 mots monosyllabiques et bisyllabiques du Français. L'nnaée psychologique 107 (2007), 39–63.
LeFevre, J.-A., Greenham, S.L., Waheed, N., The development of procedural and conceptual knowledge in computational estimation. Cognition and Instruction 11 (1993), 95–132, 10.1207/s1532690xci1102_1.
Lemaire, P., Cognitive aging: The role of strategies. 2016, Routledge, London.
Lemaire, P., Brun, F., Effects of strategy sequences and response–Stimulus intervals on children's strategy selection and strategy execution: A study in computational estimation. Psychological Research 78 (2014), 506–519, 10.1007/s00426–013–0501–0.
Lemaire, P., Brun, F., Age–Related differences in children's strategy repetition: A study in arithmetic. Journal of Experimental Child Psychology 150 (2016), 227–240, 10.1016/j.jecp.2016.05.014.
Lemaire, P., Callies, S., Children's strategies in complex arithmetic. Journal of Experimental Child Psychology 103 (2009), 49–65, 10.1016/j.jecp.2008.09.007.
Lemaire, P., Lecacheur, M., Age–Related changes in children's executive functions and strategy selection: A study in computational estimation. Cognitive Development 26 (2011), 282–294, 10.1016/j.cogdev.2011.01.002.
Lemaire, P., Lecacheur, M., Farioli, F., Children's strategy use in computational estimation. Canadian Journal of Experimental Psychology 54 (2000), 141–148, 10.1037/h0087336.
Lovett, M.C., Anderson, J.R., History of success and current context in problem solving: Combined influences on operator selection. Cognitive Psychology 31 (1996), 168–217, 10.1006/cogp.1996.0016.
Lovett, M.C., Schunn, C.D., Task representations, strategy variability, and base–rate neglect. Journal of Experimental Psychology General 128 (1999), 107–130, 10.1037/0096–3445.128.2.107.
Lyons, K.E., Ghetti, S., Metacognitive development in early childhood: New questions about old assumptions. Efklides, A., Misailidi, P., (eds.) Trends and prospects in metacognition research, 2010, Springer US, New York, NY, 259–278.
Masson, M.E.J., Rotello, C.M., Sources of bias in the Goodman–Kruskal gamma coefficient measure of association: Implications for studies of metacognitive processes. Journal of Experimental Psychology Learning, Memory, and Cognition 35 (2009), 509–527, 10.1037/a0014876.
McCurdy, L.Y., Maniscalco, B., Metcalfe, J., Liu, K.Y., de Lange, F.P., Lau, H., Anatomical coupling between distinct metacognitive systems for memory and visual perception. Journal of Neuroscience 33 (2013), 1897–1906, 10.1523/JNEUROSCI.1890–12.2013.
Metcalfe, A.W.S., Campbell, J.I.D., Adults’ strategies for simple addition and multiplication: Verbal self-reports and the operand recognition paradigm. Journal of Experimental Psychology Learning, Memory, and Cognition 37 (2011), 661–672, 10.1037/a0022218.
Neches, R., Learning through incremental refinement of procedures. Klahr, D., Langley, P., Neches, R., (eds.) Production system models of learning and development, 1987, The MIT Press, Cambridge, MA, 163–219.
Nelson, T.O., A comparison of current measures of the accuracy of feeling–of–knowing predictions. Psychological Bulletin 95 (1984), 109–133, 10.1037/0033–2909.95.1.109.
Nelson, T.O., Narens, L., Metamemory: a theoretical framework and new findings. The Psychology of Learning and Motivation 26 (1990), 125–141.
Pannu, J.K., Kaszniak, A.W., Metamemory experiments in neurological populations: A review. Neuropsychology Review 15 (2005), 105–130, 10.1007/s11065–005–7091–6.
Pasquali, A., Timmermans, B., Cleeremans, A., Know thyself: Metacognitive networks and measures of consciousness. Cognition 117 (2010), 182–190, 10.1016/j.cognition.2010.08.010.
Radeau, M., Mousty, P., Content, A., Brulex. Une base de données lexicales informatisée pour le français écrit et parlé. L'nnaée psychologique 90 (1990), 551–566.
Rieskamp, J., Otto, P.E., SSL: A theory of how people learn to select strategies. Journal of Experimental Psychology General 135 (2006), 207–236, 10.1037/0096–3445.135.2.207.
Schneider, W., Lockl, K., Procedural metacognition in children: Evidence for developmental trends. Bjork, J.D.R.A., (eds.) Handbook of metamemory and memory, 2008, Psychology Press, New York, NY, 391–409.
Schneider, W., Löffler, E., The development of metacognitive knowledge in children and adolescents. Dunlosky, J., Tauber, S.K., (eds.) The Oxford handbook of metamemory, 2016, Oxford University Press, New York, NY, 491–518.
Schraw, G., Nietfeld, J., A further test of the general monitoring skill hypothesis. Journal of Educational Psychology 90 (1998), 236–248, 10.1037/0022–0663.90.2.236.
Schraw, G., Dunkle, M.E., Bendixen, L.D., Roedel, T.D., Does a general monitoring skill exist?. Journal of Educational Psychology 87 (1995), 433–444, 10.1037/0022–0663.87.3.433.
Shimamura, A.P., Toward a cognitive neuroscience of metacognition. Consciousness and Cognition 9 (2000), 313–323, 10.1006/ccog.2000.0450.
Siedlecka, M., Paulewicz, B., Wierzchoń, M., But I was so sure! Metacognitive judgments are less accurate given prospectively than retrospectively. Frontiers in Psychology, 7, 2016, 218, 10.3389/fpsyg.2016.00218.
Siegler, R.S., Emerging minds: The process of change in children's thinking. 1996, Oxford University Press, New York, NY.
Siegler, R.S., Araya, R., A computational model of conscious and unconscious strategy discovery. Advances in child development and behaviour 33 (2005), 1–44.
Siegler, R.S., Crowley, K., Constraints on learning in nonprivileged domains. Cognitive Psychology 27 (1994), 194–226, 10.1006/cogp.1994.1016.
Siegler, R.S., Shipley, C., Variation, selection, and cognitive change. Halford, T.J.S.G.S., (eds.) Developing cognitive competence: New approaches to process modeling, 1995, Lawrence Erlbaum Associates, Inc, Hillsdale, NJ, England, 31–76.
Son, L.K., Metacognitive control: Children's short–Term versus long–Term study strategies. The Journal of General Psychology 132 (2005), 347–364, 10.3200/GENP.132.4.347–364.
Song, C., Kanai, R., Fleming, S.M., Weil, R.S., Schwarzkopf, D.S., Rees, G., Relating inter–individual differences in metacognitive performance on different perceptual tasks. Consciousness and Cognition 20 (2011), 1787–1792, 10.1016/j.concog.2010.12.011.
Stanovich, K.E., West, R.F., Individual differences in reasoning: Implications for the rationality debate?. The Behavioral and Brain Sciences 23 (2000), 645–665, 10.1017/S0140525X00003435.
Thevenot, C., Fanget, M., Fayol, M., Retrieval or nonretrieval strategies in mental arithmetic? An operand recognition paradigm. Memory & Cognition 35 (2007), 1344–1352, 10.3758/bf03193606.
Veenman, M.V., Spaans, M.A., Relation between intellectual and metacognitive skills: Age and task differences. Learning and Individual Differences 15 (2005), 159–176, 10.1016/j.lindif.2004.12.001.
Veenman, M.V., Elshout, J.J., Meijer, J., The generality vs domain–specificity of metacognitive skills in novice learning across domains. Learning and Instruction 7 (1997), 187–209, 10.1016/S0959–4752(96)00025–4.
Veenman, M.V., Prins, F.J., Verheij, J., Learning styles: Self–Reports versus thinking–Aloud measures. The British Journal of Educational Psychology 73 (2003), 357–372, 10.1348/000709903322275885.
Vo, V.A., Li, R., Kornell, N., Pouget, A., Cantlon, J.F., Young children bet on their numerical skills: Metacognition in the numerical domain. Psychological Science 25 (2014), 1712–1721, 10.1177/0956797614538458.
Wechsler, D., Wechsler intelligence scale for children: WISC–IV: Les editions du centre de psychologie appliquée. 2005.
Similar publications
Sorry the service is unavailable at the moment. Please try again later.
This website uses cookies to improve user experience. Read more
Save & Close
Accept all
Decline all
Show detailsHide details
Cookie declaration
About cookies
Strictly necessary
Performance
Strictly necessary cookies allow core website functionality such as user login and account management. The website cannot be used properly without strictly necessary cookies.
This cookie is used by Cookie-Script.com service to remember visitor cookie consent preferences. It is necessary for Cookie-Script.com cookie banner to work properly.
Performance cookies are used to see how visitors use the website, eg. analytics cookies. Those cookies cannot be used to directly identify a certain visitor.
Used to store the attribution information, the referrer initially used to visit the website
Cookies are small text files that are placed on your computer by websites that you visit. Websites use cookies to help users navigate efficiently and perform certain functions. Cookies that are required for the website to operate properly are allowed to be set without your permission. All other cookies need to be approved before they can be set in the browser.
You can change your consent to cookie usage at any time on our Privacy Policy page.
