Children with ADHD symptoms are less susceptible to gap-filling errors than typically developing children

Mirandola, Chiara; Paparella, Giulia; Re, Anna Maria; Ghetti, Simona; Cornoldi, Cesare

doi:10.1016/j.lindif.2012.05.008

Cited by 6 publications

(2 citation statements)

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“…An alternative way to investigate comprehension monitoring abilities is through postdictive judgments. Postdictive judgements have been largely studied in the context of memory, especially in terms of confidence judgements (e.g., Roebers and Howie, 2003 ; Ghetti et al, 2008 , 2011 ; Mirandola et al, 2012 ). For instance, after a study phase, individuals may be administered a recognition memory task and required to identify previously seen target items from distractor items.…”

Section: Introductionmentioning

confidence: 99%

“…Afterward, they may be asked to rate how confident they are about their responses at the recognition task. Even if children as young as six can monitor their memory strength through confidence ratings ( Ghetti et al, 2002 ), important developmental improvements occur during middle childhood ( Roebers, 2002 ; Ghetti et al, 2008 ); furthermore, differences in metamemory monitoring through confidence ratings have been documented in children with developmental disabilities compared to typically developing children ( Mirandola et al, 2012 ). Despite evidence in memory research, postdictive judgments – i.e., the ability to judge the accuracy of responses previously given to a reading comprehension test – have not received much attention in reading comprehension during development (but see Thiede et al, 2009 for a review based on studies with young adults).…”

Section: Introductionmentioning

confidence: 99%

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Metacognitive Monitoring of Text Comprehension: An Investigation on Postdictive Judgments in Typically Developing Children and Children With Reading Comprehension Difficulties

et al. 2018

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The ability to assess and monitor one’s own understanding of a written text is fundamental for learning and academic achievement. In the current paper, postdictive monitoring of text comprehension (i.e., the ability to judge the accuracy of responses previously given to a reading comprehension test) was investigated in both typically developing (TD) children and children with reading comprehension difficulties. Children from primary school (3rd to 5th grade) and secondary school (6th to 8th grade) participated in the study (N = 245). They were administered standardized tasks for reading comprehension, in which they had to read two texts and answer 12 multiple-choice questions after each text; subsequently, they had to provide postdictive judgments evaluating their performance: for each answer they had to select whether they judged it as correct, incorrect or whether they were uncertain. Two scores were calculated: Bias score, indicating the difference between metacognitive judgments of accuracy and actual performance; and Accurate estimation, indicating the sum of correct answers judged as “correct” and incorrect answers judged as “incorrect.” Results showed that primary school children were more overconfident than secondary school children and made fewer Accurate estimations especially for “correct” responses. Furthermore, the consideration of a group of children with reading comprehension difficulties showed that these failures are linked to worse metacognitive monitoring ability of comprehension performance in comparison not only to age-matched controls but also to the TD group of third-graders. Implications for learning and achievement are discussed.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Metacognitive Monitoring of Text Comprehension: An Investigation on Postdictive Judgments in Typically Developing Children and Children With Reading Comprehension Difficulties

et al. 2018

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Developmental Trends in Different Types of Spontaneous False Memories: Implications for the Legal Field

Otgaar

Howe

Peters

et al. 2013

Behavioral Sci & The Law

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This is the accepted version of the paper.This version of the publication may differ from the final published version. what is commonly assumed in false memory research. That is, spontaneous false memories are more likely to occur in adults than in children. The present study focused on developmental trends of different types of spontaneous false memories. Specifically, in the current study, 6-8-year-olds, 10-12-year-olds, and adults were presented with two methods to induce spontaneous false memories. That is, participants were presented with semantically-related words lists that are commonly used to evoke spontaneous false memories (i.e, Deese/Roediger-McDermott (DRM) paradigm). Furthermore, they were presented with a video in which related details were not shown but were presented during a recognition task. Our results showed that children were more likely to form false memories than adults in the video false memory paradigm whereas DRM false memories were more evident in adults than in children. Furthermore, we found that on a general level, DRM false memories were positively related to video spontaneous false memories. Permanent repository linkWe explain that stimuli that contain obvious themes attenuate or even reverse developmental trends in spontaneous false memories.

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Les capacités mnésiques de l’enfant présentant un trouble déficit de l’attention : état des lieux

Martín

Speranza

Colombel

2022

Neuropsychiatrie de l'Enfance et de l'Adolescence

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Children with ADHD symptoms are less susceptible to gap-filling errors than typically developing children

Cited by 6 publications

References 21 publications

Metacognitive Monitoring of Text Comprehension: An Investigation on Postdictive Judgments in Typically Developing Children and Children With Reading Comprehension Difficulties

Metacognitive Monitoring of Text Comprehension: An Investigation on Postdictive Judgments in Typically Developing Children and Children With Reading Comprehension Difficulties

Developmental Trends in Different Types of Spontaneous False Memories: Implications for the Legal Field

Les capacités mnésiques de l’enfant présentant un trouble déficit de l’attention : état des lieux

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