The role of children’s metacognitive experiences for cue utilization and monitoring accuracy: A longitudinal study

Roebers, Claudia; Mayer, Boris; Steiner, Martina; Bayard, Natalie S.; van Loon, Mariëtte H. (2019). The role of children’s metacognitive experiences for cue utilization and monitoring accuracy: A longitudinal study. Developmental Psychology, 55(10), pp. 2077-2089. American Psychological Association 10.1037/dev0000776

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Although the literature consistently documents strong improvements in metacognitive skills over the elementary school years, relatively little is known about the mechanisms fueling these developments. One factor that is being discussed in the literature and targeted in the present approach is cue utilization. Cue utilization quantifies the degree to which an individual uses mnemonic experiences during task mastery to inform monitoring processes. In the present study, retrieval fluency as a valid and ubiquitous cue during recognition was assessed by recording children’s choice latencies in a recognition test and by relating these to confidence ratings. A sample of second graders and fourth graders was assessed 3 times over one year in terms of their recognition performance, the time needed to select an alternative, and their monitoring accuracy. Results revealed age differences in monitoring accuracy, cue utilization, and cue validity. Moreover, while monitoring accuracy increased over time in both age groups, cue utilization increased only in the younger children. Analyses were completed by an individual differences approach showing that cue utilization is a factor driving recognition improvements over time, underlining the importance of metacognitive experiences for development.

Item Type:

Journal Article (Original Article)

Division/Institute:

07 Faculty of Human Sciences > Institute of Psychology > Developmental Psychology
07 Faculty of Human Sciences > Institute of Psychology > Cognitive Psychology, Perception and Methodology

Graduate School:

Swiss Graduate School for Cognition, Learning and Memory (SGS-CLM)

UniBE Contributor:

Roebers, Claudia; Mayer, Boris; Steiner, Martina; Bayard, Natalie Simone and van Loon, Mariëtte Henrica

Subjects:

100 Philosophy > 150 Psychology

ISSN:

0012-1649

Publisher:

American Psychological Association

Language:

English

Submitter:

Jennifer Ruth Sprenger

Date Deposited:

08 Oct 2019 07:49

Last Modified:

24 Oct 2019 15:41

Publisher DOI:

10.1037/dev0000776

BORIS DOI:

10.7892/boris.133611

URI:

https://boris.unibe.ch/id/eprint/133611

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