Children’s metamemorial judgments in an event recall task

Roebers, Claudia M.; Linden, Nicole von der; Schneider, Wolfgang; Howie, Pauline

doi:10.1016/j.jecp.2006.12.006

Cited by 64 publications

(71 citation statements)

References 42 publications

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“…La memorización estratégica se encuentra entre las capacidades de control cognitivo más importantes (De Marie & Ferron, 2003;Siegler, 2004), esta capacidad requiere la implementación de esfuerzo mental y de recursos cognitivos dirigidos a mejorar el desempeño de la capacidad de memorización-aprendizaje (Bjorklund, Dukes & Douglas, 2009). Además del control ejecutivo se requiere de la capacidad de metacognición (Roebers, von der Linden, & Howie, 2007). El control metacognitivo se ejerce a partir del conocimiento de las capacidades propias -monitoreo- (Nelson & Narens, 1994); de esta forma los procesos cognitivos (lenguaje, memoria, pensamiento, etc.)…”

Section: Memoria Estratégicaunclassified

Desarrollo de funciones ejecutivas, de la niñez a la juventud

2014

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Resumen: Las funciones ejecutivas se encuentran entre los procesos más complejos del humano; su desarrollo permite la conformación de diversas capacidades de control, y organización de la conducta y la cognición. En este artículo se presenta una extensa revisión de la literatura más relevante a nivel internacional sobre el tema. Se abarca el proceso de desarrollo desde la niñez hasta la juventud, analizando las características de desarrollo de las principales funciones ejecutivas. Se muestra que la hipótesis planteada por Victoria Anderson hace ya una década es correcta: las funciones ejecutivas se desarrollan de forma secuencial y curvilínea: un intenso progreso en la infancia, con una desaceleración a inicios de la adolescencia. También se analiza el efecto de otros factores adicionales a la edad como son el efecto de la escolaridad, los estilos parentales y el contexto cultural. Palabras clave: Desarrollo funciones ejecutivas; infancia; adolescencia.Title: Executive functions development, from childhood to youthhood. Abstract: The executive functions are among the most complex cognitive processes in the human; during development they support the conformation of several capacities for organization and control of behavior and cognition. In this article an extensive review on the most relevant scientific literature is presented, with a developmental range from childhood to youthhood. An analysis on the developmental characteristics of the main executive functions is offered. The review indicates that the hypothesis stated by Victoria Anderson a decade ago, is accurate: the executive functions develops in a sequential form, with a curvilinear behavior: an intense progression during childhood, with slowness by early adolescence. Effects of additional factors like school level, parenting, and cultural context are also analyzed. Key words: Executive functions development; childhood; adolescence. IntroducciónDe forma progresiva diversos teóricos e investigadores han coincidido en que las funciones ejecutivas (FE) se encuentran entre los componentes más importantes para que el desarrollo infantil y adolescente sea exitoso (Diamond & Lee, 2011); entre las FE más importantes se encuentran el autocontrol, la memoria de trabajo, la organización, la planeación, la solución de problemas, y la flexibilidad de pensamiento; capacidades primordiales para un adecuado aprendizaje académico desde la infancia temprana (Best, Miller & Naglien, 2001). Las investigaciones sistematizadas sobre el desarrollo de las FE se han incrementado progresivamente en los últimos 15 años, lo que ha producido un nú-mero significativo de resultados; con esta información se puede construir un panorama inicial-básico sobre el estado del arte de este tema.A pesar de que ya se cuenta en la literatura con decenas de artículos sobre esta temática, recientes trabajos de revisión y metanálisis advierten que aún no se ha conseguido construir un conocimiento básico sobre el desarrollo infancia-adolescencia, debido a que la mayoría de las investigaciones se han...

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Section: Memoria Estratégicaunclassified

Desarrollo de funciones ejecutivas, de la niñez a la juventud

2014

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“…These naïve theories and the underlying heuristic rules are rarely, if ever, verbalized or deliberately employed, but their effects on memory performance are equal to those of explicit strategies (Dodson & Schacter, 2001;Ghetti, 2008;Howe, 2008;Meeks, Knight, Brewer, Cook, & Marsh, 2014). However, although researchers studying adult metacognition have long placed a heavy emphasis on the study of these heuristic rules, research on metacognition in children has only recently started to pay greater attention to the contribution made by these heuristic-based judgments (e.g., Koriat, Ackerman, Lockl, & Schneider, 2009a;Lockl & Schneider, 2002;Roebers, von der Linden, Schneider, & Howie, 2007). Generally, the results of these studies indicate that memory decisions are already based on some heuristics (e.g., the memorizing-effort or availability heuristic) by the age of 7 to 8 years.…”

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confidence: 99%

Beyond the experience: Detection of metamemorial regularities

Geurten

Willems²,

Meulemans

2015

Consciousness and Cognition

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We examined the mechanisms involved in the development of the easily learned, easily remembered (ELER) heuristic in three groups of young children (4-5 years, 6-7 years, and 8-9 years). A trial-to-acquisition procedure was used to evaluate how much these children's judgment of learning depended on the ELER heuristic. Moreover, a new experimental paradigm, composed of six phases-a pretest, four training phases, and a posttest-was employed to implicitly influence the validity of the ELER association that underlies this metacognitive rule. Results revealed that the ELER heuristic develops early (4-5 years), but its use is reduced after implicit training. Furthermore, executive monitoring was found to account for the smaller changes observed in older children (8-9 years) after training. From a developmental perspective, these findings present a coherent picture of children's learning of metacognitive heuristics, wherein early automatic and implicit learning is later followed by effortful control.Keywords: Implicit learning, heuristics, metamemory, judgment, children Running head: Detection of Metamemorial Regularities 3 IntroductionIt is commonly hypothesized that metamemory knowledge develops throughout childhood on the basis of day-to-day experience (Jacoby, Kelley, & Dywan, 1989;Olds & Westerman, 2012). Over the past decade, several studies have examined the nature of the mechanisms that underlie this experiential development (Grammer, Purtell, Coffman, & Ornstein, 2011;Hodzik & Lemaire, 2011). To date, these studies have mostly focused on explicit metacognitive knowledge-that is, late-onset knowledge that people can verbalize and purposely put into practice when they are confronted with tricky memory situations-and have generally demonstrated that high-level cognitive functions are required to acquire knowledge about memory functioning (Grammer et al., 2011).In reality, however, metamemory is not fully explicit (Lyons & Ghetti, 2013;Paulus, Proust, & Sodian, 2013). Many metacognitive theories merely guide memory decisions at the border of awareness. For example, we use the ease with which memories of positive events come to mind as a cue to determine whether we had a good time (availability heuristic; Tversky & Kahneman, 1973); we judge the familiarity of names on the basis of the fluency with which we process them (fluency heuristic; Johnston, Hawley, & Elliott, 1991); and we are inclined to suppose that easily learned information is more likely to be remembered (memorizing-effort heuristic; Koriat, 2008). These naïve theories and the underlying heuristic rules are rarely, if ever, verbalized or deliberately employed, but their effects on memory performance are equal to those of explicit strategies (Dodson & Schacter, 2001;Ghetti, 2008;Howe, 2008;Meeks, Knight, Brewer, Cook, & Marsh, 2014). However, although researchers studying adult metacognition have long placed a heavy emphasis on the study of these heuristic rules, research on metacognition in children has only recently started to pay greater atten...

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“…As a result, we obtained sufficient CJ for both correct and incorrect recall. In analogue to previous studies (Roebers, 2002;Roebers et al, 2007), we compared the average CJ given after correct recall with the average CJ given after incorrect recall. Results from the analysis of variance (ANOVA) revealed that children gave significantly higher CJ for correctly recognized items than for incorrect items at time 1, F (1,110) = 90.35, p < .001, ηp 2 = .37 as well at time 2, F (1,110) = 55.50, p < .001, ηp 2 = .34.…”

Section: Descriptive Analysismentioning

confidence: 99%

“…Classical measures of monitoring are judgments of learning (JOL), used in self-paced learning paradigms (Lockl & Schneider, 2003), and confidence judgments (CJ) for monitoring performance retrospectively (Pressley, Levin, Ghatala, & Ahmad, 1987). For self-regulated learning, CJ are assumed to be essential (Kleitman & Moscrop, 2010), and they have been shown to be a more sensitive indicator of early metacognitive monitoring skills than JOL (Roebers, von der Linden, Schneider, & Howie, 2007). The present paper will therefore focus on young children's CJ as indicator of their monitoring skills.…”

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confidence: 99%

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Development of Meta-Representations: Procedural Metacognition and the Relationship to Theory of Mind

Feurer

Sassu²,

Cimeli³

et al. 2015

JEDP

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In several studies it was shown that metacognitive ability is crucial for children and their success in school. Much less is known about the emergence of that ability and its relationship to other meta-representations like Theory of Mind competencies. In the past years, a growing literature has suggested that metacognition and Theory of Mind could theoretically be assumed to belong to the same developmental concept. Since then only a few studies showed empirically evidence that metacognition and Theory of Mind are related. But these studies focused on declarative metacognitive knowledge rather than on procedural metacognitive monitoring like in the present study: N = 159 children were first tested shortly before making the transition to school (aged between 5 1 / 2 and 7 1 / 2 years) and one year later at the end of their first grade. Analyses suggest that there is in fact a significant relation between early metacognitive monitoring skills (procedural metacognition) and later Theory of Mind competencies. Notably, language seems to play a crucial role in this relationship. Thus our results bring new insights in the research field of the development of meta-representation and support the view that metacognition and Theory of Mind are indeed interrelated, but the precise mechanisms yet remain unclear.

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Children’s metamemorial judgments in an event recall task

Cited by 64 publications

References 42 publications

Desarrollo de funciones ejecutivas, de la niñez a la juventud

Desarrollo de funciones ejecutivas, de la niñez a la juventud

Beyond the experience: Detection of metamemorial regularities

Development of Meta-Representations: Procedural Metacognition and the Relationship to Theory of Mind

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