Can you see me thinking (about my answers)? Using eye-tracking to illuminate developmental differences in monitoring and control skills and their relation to performance

Roderer, Thomas; Roebers, Claudia M. (2014). Can you see me thinking (about my answers)? Using eye-tracking to illuminate developmental differences in monitoring and control skills and their relation to performance. Metacognition and learning, 9(1), pp. 1-23. Springer 10.1007/s11409-013-9109-4

Preview

Text Can you see me thinking_Roderer&Roebers2014.pdf - Published Version Available under License Publisher holds Copyright. Download (700kB) | Preview

This study focuses on relations between 7- and 9-year-old children’s and adults’
metacognitive monitoring and control processes. In addition to explicit confidence judgments (CJ), data for participants’ control behavior during learning and recall as well as implicit CJs were collected with an eye-tracking device (Tobii 1750). Results revealed developmental progression in both accuracy of implicit and explicit monitoring across age groups. In addition, efficiency of learning and recall strategies increases with age, as older participants allocate more fixation time to critical information and less time to peripheral or potentially interfering information. Correlational analyses, recall performance, metacognitive monitoring, and controlling indicate significant interrelations between all of these measures, with varying patterns of correlations within age groups. Results are discussed in regard to the intricate relationship between monitoring and recall and their relation to performance.

Interest & Impact

Downloads

111 since deposited on 20 Jan 2015
37 in the past 12 months

Citations

5 Citations in Web of Science ®
6 Citations in Scopus

Search

in Google Scholar™

Services

Actions (login required)

Edit item

Actions (login required)

Edit item