7- and 8-Year-Olds’ Struggle With Monitoring

IF 1.5 4区心理学 Q3 PSYCHOLOGY, EDUCATIONAL Zeitschrift Fur Entwicklungspsychologie Und Padagogische Psychologie Pub Date : 2023-06-15 DOI:10.1026/0049-8637/a000276

Kristin Kolloff, Claudia M. Roebers, Florian J. Buehler

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引用次数: 2

Abstract

Abstract: An often-replicated finding in metacognition research is that children overestimate their performance. To date, only a few studies have investigated the possible effects of item-specific feedback on metacognitive monitoring in young children. This study examined whether first-graders benefit from feedback to improve metacognitive monitoring discrimination when completing a paired-associates task for consistency. Over six sessions, N = 112 children evaluated whether they solved tasks correctly or not and gave item-specific confidence judgments. One group obtained only performance feedback; the other group received additional feedback on whether their performance matched their monitoring judgments. Results revealed that children could adequately discriminate between correct and incorrect answers in their confidence judgments. However, neither type of feedback improved metacognitive monitoring discrimination. We discuss the results against the theoretical background of Efklides’ self-regulation model and the cue utilization approach.

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7、8岁孩子与监控的斗争

摘要:元认知研究中一个经常被重复的发现是，儿童高估了自己的表现。迄今为止，只有少数研究调查了特定项目反馈对幼儿元认知监测的可能影响。本研究考察了一年级学生在完成配对关联一致性任务时是否受益于反馈来改善元认知监测歧视。在六次测试中，N = 112名儿童评估了他们是否正确解决了任务，并给出了具体项目的信心判断。一组只获得绩效反馈;另一组则收到关于他们的表现是否符合他们的监测判断的额外反馈。结果表明，儿童在自信心判断中能够充分区分正确答案和错误答案。然而，这两种反馈都没有改善元认知监测歧视。我们在Efklides的自我调节模型和线索利用方法的理论背景下讨论了结果。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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