The impact of retrieval processes, age, general achievement level, and test scoring scheme for children’s metacognitive monitoring and controlling

Krebs, Saskia; Roebers, Claudia M.

doi:10.1007/s11409-011-9079-3

Cited by 38 publications

(33 citation statements)

References 47 publications

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“…This was found to be the case for general knowledge questions (Ackerman & Goldsmith, 2008;Koriat & Goldsmith, 1996), in educational settings (e.g., Krebs & Roebers, 2012), and in eyewitness contexts (e.g., J. R. Evans & Fisher, 2011). Under free report, participants are given the option of responding "don't know" to items.…”

Section: Methodsmentioning

confidence: 94%

The diminishing criterion model for metacognitive regulation of time investment.

Ackerman¹

2014

Journal of Experimental Psychology: General

100

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According to the Discrepancy Reduction Model for metacognitive regulation, people invest time in cognitive tasks in a goal-driven manner until their metacognitive judgment, either judgment of learning (JOL) or confidence, meets their preset goal. This stopping rule should lead to judgments above the goal, regardless of invested time. However, in many tasks, time is negatively correlated with JOL and confidence, with low judgments after effortful processing. This pattern has often been explained as stemming from bottom-up fluency effects on the judgments. While accepting this explanation for simple tasks, like memorizing pairs of familiar words, the proposed Diminishing Criterion Model (DCM) challenges this explanation for complex tasks, like problem solving. Under the DCM, people indeed invest effort in a goal-driven manner. However, investing more time leads to increasing compromise on the goal, resulting in negative time-judgment correlations. Experiment 1 exposed that with word-pair memorization, negative correlations are found only with minimal fluency and difficulty variability, whereas in problem solving, they are found consistently. As predicted, manipulations of low incentives (Experiment 2) and time pressure (Experiment 3) in problem solving revealed greater compromise as more time was invested in a problem. Although intermediate confidence ratings rose during the solving process, the result was negative time-confidence correlations (Experiments 3, 4, and 5), and this was not eliminated by the opportunity to respond "don't know" (Experiments 4 and 5). The results suggest that negative time-judgment correlations in complex tasks stem from top-down regulatory processes with a criterion that diminishes with invested time.

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Section: Methodsmentioning

confidence: 94%

The diminishing criterion model for metacognitive regulation of time investment.

Ackerman¹

2014

Journal of Experimental Psychology: General

100

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“…Thus the estimations are post-dictions of the actual test-performance and at the same time predictions of the teacher-rated scores as in other studies assessing metacognitive monitoring (e.g. Desoete & Roeyers, 2006;Krebs & Roebers, 2011, Renner & Renner, 2001). …”

Section: Materials and Proceduresmentioning

confidence: 99%

“…This leads to control strategies, such as withdrawing previously given answers or correcting errors, thus increasing overall test performance (Krebs & Roebers, 2010). Importantly, student's achievement levels have consistently been found to affect the efficiency of metacognitive processes during the learning process: children with higher school achievement are better able to monitor their learning processes accurately, to evaluate their learning outcome realistically, and to operate efficiently on their own monitoring (Alexander et al, 1995;Coutinho, 2007;Garrett et al, 2006;Krebs & Roebers, 2011;Kruger & Dunning, 1999;Montague & Bos, 1990;Slife et al, 1985;Veenman & Spaans, 2005). …”

Section: Introductionmentioning

confidence: 99%

Children’s Performance Estimation in Mathematics and Science Tests over a School Year: A Pilot Study

Roderer

Roebers

2017

EJREP

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“…The accuracy of trial-by-trial confidence judgements is initially low. It improves considerably in the early school years so that by 7 or 8 years old children can accurately report whether an answer is likely to be correct (Krebs and Roebers 2012;Von der Linden and Roebers 2006), provided the questions are not asked in a misleading way; although children, like (in some cases) adults, continue to show a bias towards overconfidence (Roebers 2002;Roebers et al 2007).…”

Section: Metacognitive Developmentmentioning

confidence: 99%

Metacognitive Development and Conceptual Change in Children

Smortchkova

Shea

2020

Rev.Phil.Psych.

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There has been little investigation to date of the way metacognition is involved in conceptual change. It has been recognised that analytic metacognition is important to the way older children (c. 8-12 years) acquire more sophisticated scientific and mathematical concepts at school. But there has been barely any examination of the role of metacognition in earlier stages of concept acquisition, at the ages that have been the major focus of the developmental psychology of concepts. The growing evidence that even young children have a capacity for procedural metacognition raises the question of whether and how these abilities are involved in conceptual development. More specifically, are there developmental changes in metacognitive abilities that have a wholescale effect on the way children acquire new concepts and replace existing concepts? We show that there is already evidence of at least one plausible example of such a link and argue that these connections deserve to be investigated systematically.disk at the centre of the solar system (Özsoy 2017). During the education process children revise their concept of earth until they think of it as a sphere rotating around the sun (Vosniadou and Brewer 1992). This outcome is a difficult achievement. The path to change is full of cognitive obstacles: some of them come from innate cognitive constraints (Carey 2009), some from everyday experiences and observations that inform children's framework theories (Wellman and Gelman 1998), some others from individual variations in learning, and from motivational factors. As a result, changes in children's concept of earth do not occur effortlessly, but are the outcome of a learning process. That process involves, among other factors, explicit reflection on the beliefs associated with the original concept and on the way new pieces of information fail to integrate within the framework of the original concept (Vosniadou and Brewer 1992). Explicit reflection is a metacognitive process.While in the earth example we can identify a (relatively) clear case of conceptual change, what exactly counts as a conceptual change depends one's theory of concepts and of conceptual change. In this paper we will consider cases of conceptual change that are simpler than this example. We will also consider cases of metacognition that are less reflective than the explicit and rich metacognitive process involved in changing one's concept of earthin particular, we will explore the possible role of procedural metacognition in conceptual change, such as a feeling of confidence that is attached to the old concept of earth and that might slow down the process of change. After briefly sketching the notions of conceptual change and metacognition we will work with, we define them in greater detail in sections 2 and 3, respectively.Metacognition can be defined via its functional role in cognition (Proust 2010) as the set of processes that monitor and control cognitive activity (which includes perceiving, planning, categorising, remembering, learning, desiring, r...

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The impact of retrieval processes, age, general achievement level, and test scoring scheme for children’s metacognitive monitoring and controlling

Cited by 38 publications

References 47 publications

The diminishing criterion model for metacognitive regulation of time investment.

The diminishing criterion model for metacognitive regulation of time investment.

Children’s Performance Estimation in Mathematics and Science Tests over a School Year: A Pilot Study

Metacognitive Development and Conceptual Change in Children

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