Metacognition and control of study choice in children

Developmental changes and the effect of self-generated feedback in metacognitive controlled spacing strategies in 7-year-olds, 10-year-olds, and adults

“…Furthermore, we divided the study into two learning blocks with different stimuli and a recall phase that followed each learning block. In line with the literature and with findings that 10-year-olds and adults make metacognitive controlled learning decisions (Lockl & Schneider, 2003;Metcalfe & Finn, 2013), and following the metacognitive hypothesis as postulated by Son (2004), we expected both age groups to choose to terminate the study for the easiest items, space the medium items, and mass the difficult items. We were interested, however, in whether there would still be differences in strategy choice between 10-year-olds and adults.…”

“…To sum up the rationale for this study, there is a prevailing belief in the developmental literature on metacognitive monitoring-based control that young school children at 7 years of age have problems in using their metacognitions to control their learning (Koriat, 2012;Metcalfe & Finn, 2013). However, other studies suggest that already younger children might be making monitoring-based control decisions (Destan et al, 2014).…”

“…Consequently, improving people's metacognitive abilities is-or should be-a highly valued goal for education (Metcalfe & Finn, 2013;Nelson & Narens, 1990). A better understanding of how these abilities develop across childhood and adolescence, when people undergo one of the most intense periods of learning in school, is paramount for the creation and/or improvement of intervention programs for different age groups.…”

“…Moreover, methodological issues in previous scheduling paradigms might have undermined children's ability to use monitoring-based control in their scheduling decisions. Considering that these premises are pillars for the often-cited view that children have faulty monitoring-based control processes (e.g., Koriat, 2012;Metcalfe & Finn, 2013), they need to be more closely examined. One aim that guided the current study, therefore, was to use a more simplified paradigm to explore whether children at 7 years of age would use their metacognitions to guide their spacing choices at all.…”

A Review on Primary School Children’s Meta-Cognition Development

“…于上个世纪 70 年代首先提出"元认知"概念，认为是人们关于自己信息加工技 能的知识，包括有关认知任务特性的知识，应对这些任务的策略，以及与监测和自我调节认知活动有关 的执行技能 (Schneider, 2008)。这一概念通常包含两个成分：1) 元认知知识；2) 监测和控制(调节) (Brown, 1987;Baker, 1994)。元认知知识(也称作陈述性元记忆(见 (Fritz, 2010))，指一个人获得的有关记忆和认知 的较为稳定的陈述性知识，这些知识存储于长时记忆中，可进行有意识地提取 (Pintrich, 2002)。元认知监 控(也称作程序性元记忆(见 (Fritz, 2010))，是指主体在进行认知活动过程中，将自己正在进行的认知活动 作为意识对象，不断对其进行积极而自觉地监测、控制和调节的过程(郝嘉佳，陈英和，2010)。大量实证 研究结果表明元认知学习者能利用元认知控制自己的学习行为并提高学习效果 (Metcalfe, 2002;Pressley & Ghatala, 1990;Thiede, 1999)。 早期关于元认知的研究主要聚焦于成人(大学生)，对于儿童元认知发展的了解则相对较少。近年来， 一些国外学者开始关注儿童的元认知能力以及如何转化为学习策略 (Son, 2005;deBruin, Thiede, Camp, & Redford, 2011;Metcalfe, 2013;Koriat, Ackerman, Adiv, Lockl, & Schneider, 2014 (Pressley, Levin, & Ghatala, 1984)。有研究者关注记忆的组织策略 (Justice, 1985;Schneider, 1986;Sodian, Schneider, & 国内外有关小学儿童元认知发展的研究综述 Perlmutter, 1986 …”