The role of children’s metacognitive experiences for cue utilization and monitoring accuracy
A longitudinal study
Bibliographic Data
| ID | 9787601 |
|---|---|
| Authors | Claudia M Roebers (0000-0003-3048-7609, University of Bern, corresponding author), Boris Mayer (0000-0003-2597-6707, University of Bern), Martina Steiner (0000-0003-1928-4456, University of Bern), Natalie S Bayard (0000-0003-4772-2564, University of Bern), Mariëtte H van Loon (0000-0003-3040-7867, University of Bern) |
| Year | 2019 |
| Volume | 55 |
| Issue | 10 |
| Pages | 2077-2089 |
| Publication date | 2019-10-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Developmental Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0012-1649 • E-ISSN: 1939-0599 |
| Publisher | American Psychological Association (APA) (PUBLISHER) |
| DOI | 10.1037/dev0000776 |
| PMID | 31343230 |
| OpenAlex | W2962957924 |
| Language | EN |
| Citations received | 8 |
| References cited | 14 |
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. (PsycINFO Database Record (c) 2019 APA, all rights reserved)
Cognition · Cognitive psychology · Developmental psychology · Longitudinal study · Metacognition · Child and Animal Learning Development · Innovative Teaching and Learning Methods · Memory Processes and Influences · Psychology
Mindfulness and Metacognitive Monitoring Accuracy in Young Meditation Practitioners Compared to Non-Practitioners
Collaborative Metacognitive Activities, Students’ Socially Motivated Metacognitive Experiences, and Stoichiometric Problem-Solving
Do reflection prompts promote children's conflict monitoring and revision of misconceptions
Developmental Improvements and Persisting Difficulties in Children’s Metacognitive Monitoring and Control Skills
Exploring psychometric properties of children' metacognitive monitoring
A short‐term longitudinal study linking adolescents' metacognition, learning, and social friendship networks
Using feedback to improve monitoring judgment accuracy in kindergarten children
From Uncertainty to Performance Optimization
The R Package geepack for Generalized Estimating Equations
Monitoring one's own knowledge during study
Metacognition
Metamemory
Interactions of Metacognition With Motivation and Affect in Self-Regulated Learning
Remembering Mistaken for Knowing
Fitting Linear Mixed-Effects Models Using lme4
LmerTest Package
Young children's transfer of strategies
Executive function and metacognition
Confidence judgments in children's and adult's event recall and suggestibility
Linking teachers' memory-relevant language and the development of children's memory skills
Strategy acquisition and transfer among American and German children
| Unique citing works | 8 |
|---|---|
| Citations per year | 1,33 |
| Citation span | 2020 - 2026 (7) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 8 |