van Loon, Mariëtte; Orth, Ulrich; Roebers, Claudia (2024). The structure of metacognition in middle childhood: Evidence for a unitary metacognition-for-memory factor. Journal of experimental child psychology, 241, p. 105857. Elsevier 10.1016/j.jecp.2023.105857
|
Text
1-s2.0-S0022096523002333-main.pdf - Published Version Available under License Creative Commons: Attribution (CC-BY). Download (787kB) | Preview |
It has been debated whether children's metacognitive monitoring and control processes rely on a general resource or whether metacognitive processes are task specific. Moreover, findings about the extent to which metacognitive processes are related to first-order task performance are mixed. The current study aimed to uncover the relationships among children's monitoring (discrimination between correct and incorrect responses), control (accurate withdrawal of wrong answers), and performance across three memory-based learning tasks: Kanji learning, text comprehension, and secret code learning. All tasks consisted of a study phase, a test phase, monitoring (confidence judgments), and control (maintaining/withdrawing responses). Participants were 325 children (151 second graders [Mage = 8.12 years] and 174 fourth graders [Mage = 10.20 years]). Confirmatory factor analyses showed that a model in which monitoring and control loaded on a joint factor and performance on a separate factor provided the best fit to the data. Fourth graders had better monitoring and control accuracy than second graders. However, the factor structure of metacognition was similar for both age groups, contradictory to the assumption that metacognition generalizes across tasks as children grow older. After accounting for task-specific processes, monitoring and control skills for language-based memory tasks appear to be generalizable in middle childhood. In sum, children's monitoring and control for three separate memory tasks appear to reflect a unitary metacognition-for-memory factor related to, but distinguishable from, performance.
Item Type: |
Journal Article (Original Article) |
|---|---|
Division/Institute: |
07 Faculty of Human Sciences > Institute of Psychology 07 Faculty of Human Sciences > Institute of Psychology > Developmental Psychology |
UniBE Contributor: |
Orth, Ulrich, Roebers, Claudia |
Subjects: |
100 Philosophy > 150 Psychology |
ISSN: |
1096-0457 |
Publisher: |
Elsevier |
Language: |
English |
Submitter: |
Pubmed Import |
Date Deposited: |
22 Jan 2024 12:55 |
Last Modified: |
01 Mar 2024 00:15 |
Publisher DOI: |
10.1016/j.jecp.2023.105857 |
PubMed ID: |
38241971 |
Uncontrolled Keywords: |
Control Development Learning Metacognition Middle childhood Monitoring |
BORIS DOI: |
10.48350/191947 |
URI: |
https://boris.unibe.ch/id/eprint/191947 |
Actions (login required)
 |
Edit item |