Age differences in the effects of social influence on children’s eyewitness performance and their metacognitive monitoring

Schwarz, Stefanie; Roebers, Claudia M.

doi:10.1016/j.jecp.2006.01.003

Cited by 26 publications

(26 citation statements)

References 38 publications

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“…Findings of former studies contradict this assumption by showing improved metacognitive abilities when simplifying tasks (Roebers, 2002;Roebers & Howie, 2003). Furthermore, Allwood, Jonsson, and Granhag (2005) augmented accuracy of children's metacognitive judgments through feedback, and Schwarz and Roebers (2006) demonstrated a change in CJs when an adult confederate was present during the interview. These findings support the existence of metacognitive abilities in primary school children and the assumption that they can in principle be influenced positively.…”

Section: Discussionmentioning

confidence: 93%

“…Apparently, children have a deficit in using potentially available metacognitive abilities. But children who observed an adult confederate giving CJs were shown to be significantly influenced in both their recall performance and in their CJs (Schwarz & Roebers, 2006). Therefore, we wanted to explore in this study whether metacognitive competencies in children could be released through observing an adult model (triggering effect, Bandura, 1969): If children are in principle able to report more differentiated CJs than they did in previous studies, observation of an adult model using the whole range of the scale (thereby also modeling uncertainty) might activate potential competencies.…”

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confidence: 89%

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Developmental changes in uncertainty monitoring during an event recall task

Linden

Roebers

2006

Metacognition Learning

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The present study was conducted to examine developmental progression in children's metacognitive monitoring competencies in the context of a complex memory task. 7-and 9-year-olds rated their confidence after answering questions in two different question formats (unbiased and misleading) and two different question types (answerable and unanswerable). Feeling-of-knowing judgments were gathered for questions that had previously been answered with "don't know." The results showed that children from both age groups appropriately differentiated between correct and incorrect answers to unbiased questions in their confidence judgments, between answerable and unanswerable questions, and appropriately showed lower confidence levels in their confidence judgments than in their feeling-of-knowing judgments. 9-year-olds proved to be further able to discriminate metacognitively between correct and incorrect answers to misleading answerable questions in their confidence judgments while 7-year-olds were not. The comparison of feeling-ofknowing judgments before correct and incorrect recognition indicated that metacognitive differentiation at the lower end of the uncertainty-certainty continuum posed problems for these age groups. The observation of an adult confederate modeling appropriate metamemory monitoring did not improve children's metacognitive performance.Keywords Metacognition . Confidence judgments . Model learning . Monitoring . Memory development Assessment of subjective confidence plays an important role in many intentional and nonintentional cognitive tasks. For example, in structured learning situations, students' assessment of how well they already know the material helps them decide whether they Metacognition Learning (2006) 1:213-228

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Section: Discussionmentioning

confidence: 93%

mentioning

confidence: 89%

Developmental changes in uncertainty monitoring during an event recall task

Linden

Roebers

2006

Metacognition Learning

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“…Because participants were not able to anticipate the type of subsequent memory task, the diVerences between JOLs for unbiased and misleading questions is the result of a diVerent classiWcation of the JOLs based on recall and thus conWrms the negative impact of this question format on recall. This is because children sometimes yield to misleading questions (resulting in incorrect answers) despite correct recollection and because of the social impact of the question format (see, e.g., Roebers & Schneider, 2000;Schwarz & Roebers, 2006; for a review, see Bruck & Ceci, 1999).…”

Section: Discussionmentioning

confidence: 99%

Children’s metamemorial judgments in an event recall task

Roebers

Linden

Schneider

et al. 2007

Journal of Experimental Child Psychology

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“…The children were asked to point to the face that best corresponded with how certain they felt. This type of procedure has been found to be appropriate and is often used in research with younger children (Allwood et al 2006;Roebers 2002;Schwarz and Roebers 2006). Finally, the participants were asked for personal background information such as age, place of birth and years of life in Sweden.…”

Section: Phase 1-the Eventmentioning

confidence: 99%

Overhearing the Planning of A Crime: Do Adults Outperform Children As Earwitnesses?

Öhman

Eriksson

Granhag

2010

J Police Crim Psych

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This study examined the reliability of earwitnesses using an ecologically realistic experimental set-up. A total of 282 participants, distributed over three age-groups (7-9 vs. 11-13 year olds vs. adults), were exposed to an unfamiliar voice for 40 seconds. After a two week delay, they were presented with a 7-voice lineup. Half of the participants were exposed to a target-present lineup (TP), and the other half to a target-absent lineup (TA). For both types of lineups the participants performed poorly. In the TP-condition only the 11-13-year olds (with 27% correct identifications) performed above chance level. Furthermore, in the TA-condition all agegroups showed a high willingness to make an identification (overall mean=53%). For both groups of children, voice identification co-varied significantly with speaking rate and pitch level, as did pitch variation for the youngest children. Neither factor correlated significantly with the adults' identifications.

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Age differences in the effects of social influence on children’s eyewitness performance and their metacognitive monitoring

Cited by 26 publications

References 38 publications

Developmental changes in uncertainty monitoring during an event recall task

Developmental changes in uncertainty monitoring during an event recall task

Children’s metamemorial judgments in an event recall task

Overhearing the Planning of A Crime: Do Adults Outperform Children As Earwitnesses?

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