Wacker, Sophie; Roebers, Claudia M (2022). Stop and think: Additional time supports monitoring processes in young children. PLoS ONE, 17(9), e0274460. Public Library of Science 10.1371/journal.pone.0274460
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When children evaluate their certainty, monitoring is often inaccurate. Even though young children struggle to estimate their confidence, existing research shows that monitoring skills are developing earlier than expected. Using a paired associates learning task with integrated monitoring, we implemented a time window to-"Stop and Think"-before children generated their answers and evaluated their confidence in the chosen response. Results show that kindergarten and second grade children in the-"Stop and Think"-condition have higher monitoring accuracy than the control group. Implementing a time window thus seems to support children in their evaluation of different certainty levels. Relating individual differences in independently measured inhibitory control skills revealed a correlation between monitoring and inhibition for kindergarteners.
Item Type: |
Journal Article (Original Article) |
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Division/Institute: |
07 Faculty of Human Sciences > Institute of Psychology > Developmental Psychology 07 Faculty of Human Sciences > Institute of Psychology 07 Faculty of Human Sciences > Institute of Psychology > Personality Psychology, Differential Psychology and Diagnostics |
UniBE Contributor: |
Wacker, Sophie Lea, Roebers, Claudia |
Subjects: |
100 Philosophy > 150 Psychology 300 Social sciences, sociology & anthropology > 370 Education |
ISSN: |
1932-6203 |
Publisher: |
Public Library of Science |
Language: |
English |
Submitter: |
Pubmed Import |
Date Deposited: |
20 Sep 2022 08:46 |
Last Modified: |
05 Dec 2022 16:24 |
Publisher DOI: |
10.1371/journal.pone.0274460 |
PubMed ID: |
36107922 |
BORIS DOI: |
10.48350/173049 |
URI: |
https://boris.unibe.ch/id/eprint/173049 |
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