Metacognitive monitoring of working memory performance and its relationship to academic achievement in Grade 4 children

Freeman, Emily; Karayanidis, Frini; Chalmers, Kerry A.

doi:10.1016/j.lindif.2017.06.003

Cited by 26 publications

(22 citation statements)

References 29 publications

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“…The finding of a significant association between confidence and numeracy, but not reading or spelling, is consistent with previous findings by Freeman et al (2017) in which academic achievement was assessed using the WIAT-II (Wechsler, 2007), an individually administered standardised achievement test. In that study, confidence in performance in the working memory task was related to Numerical Operations, but not to Word Reading or Spelling.…”

Section: Relationship Between Working Memory and Academic Achievementsupporting

confidence: 91%

“…For example, Kleitman and Gibson (2011) found confidence is related to academic achievement in Year 6 students (mean age of 12 years) and Kasperski and Katzir (2013) found confidence is related to reading comprehension in Year 4 students. More recently, Freeman, Karayanidis, and Chalmers (2017) reported that Year 4 children's confidence in their performance on a working memory test was related to academic achievement in numeracy assessed using the Wechsler Individual Achievement Test (WIAT-II, Wechsler, 2007). More recently, Freeman, Karayanidis, and Chalmers (2017) reported that Year 4 children's confidence in their performance on a working memory test was related to academic achievement in numeracy assessed using the Wechsler Individual Achievement Test (WIAT-II, Wechsler, 2007).…”

Section: Confidence and Academic Achievementmentioning

confidence: 99%

“…Kleitman and Moscrop (2010) concluded that confidence is a stable construct in children as young as 9 years old, both within and across cognitive test domains (numeracy, vocabulary, and Raven's Progressive Matrix). More recently, Freeman, Karayanidis, and Chalmers (2017) reported that Year 4 children's confidence in their performance on a working memory test was related to academic achievement in numeracy assessed using the Wechsler Individual Achievement Test (WIAT-II, Wechsler, 2007).…”

Section: Confidence and Academic Achievementmentioning

confidence: 99%

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Does accuracy and confidence in working memory performance relate to academic achievement in NAPLAN, the Australian national curriculum assessment?

Chalmers

Freeman

2018

Australian Journal of Psychology

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Objective: The aim of this study was to examine how accuracy and confidence in working memory performance relates to academic achievement as assessed in the Australian national curriculum assessment (National Assessment Program-Literacy and Numeracy (NAPLAN)). Method: A total of 150 Australian schoolchildren enrolled in Year 4 participated in the study. Accuracy and confidence in performance of a working memory task were assessed. Associations between these working memory measurements and scores in each of the NAPLAN domains (numeracy, reading, persuasive writing, grammar, and spelling) were examined, separately for males and females. Results: Accuracy in working memory performance was associated with achievement in all five NAPLAN domains, in both males and females. Confidence in working memory performance was also related to achievement, but the pattern of results differed for males and females. For females, significant associations were found between confidence and achievement in numeracy, reading, writing, and spelling. For males, confidence was associated with achievement in numeracy only. Females outperformed males in persuasive writing. There was a non-significant trend for males to outperform females in numeracy. Conclusion: The strong links between working memory and achievement highlight the importance of early detection of working memory problems. Further research is needed to examine the extent to which the pattern of results generalises to other year levels.

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Section: Relationship Between Working Memory and Academic Achievementsupporting

confidence: 91%

Section: Confidence and Academic Achievementmentioning

confidence: 99%

Section: Confidence and Academic Achievementmentioning

confidence: 99%

See 1 more Smart Citation

Does accuracy and confidence in working memory performance relate to academic achievement in NAPLAN, the Australian national curriculum assessment?

Chalmers

Freeman

2018

Australian Journal of Psychology

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“…It is reasonable to ask why the intervention would not affect the monitoring activities or lead to a compensation in lack of monitoring and control. It could be a sign that young children are still limited in their metacognition, especially in monitoring their own cognition and learning behavior (Bryce, Whitebread, & Szücs, 2015;Freeman, Karayanidis, & Chalmers, 2017;Flavell, 1979). The procedural meta-memory is responsible for goal-oriented planning, monitoring, and control of one's own memory and learning activities (Mazzoni & Nelson, 2014).…”

Section: Discussionmentioning

confidence: 99%

Improving Metacognitive Abilities As An Important Prerequisite for Self-Regulated Learning in Preschool Children

Dörr

Perels

2019

iejee

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Metacognition is a crucial prerequisite for self-regulated learning and refers to the knowledge and the regulation of cognitive processes. Several authors argue that children at preschool age can use initial metacognitive control strategies and monitor their learning activities. This fact will create the conditions for promoting metacognitive activities at an early stage. The development of these activities at this age is influenced by several contextual factors, such as home or school environments. Essential caregivers exert a strong influence in terms of the development of metacognitive abilities. In view of this above 137 children participated in an intervention study aiming to improve metacognitive skills, along with their important caregivers such as parents and kindergarten teachers. Training concepts were designed that combined different kinds of interventions: a direct age-appropriate training of the preschoolers and two indirect interventions catered to parents and kindergarten teachers. The aim of this study was to analyze which training condition is more effective in improving metacognitive skills. We assumed that preschoolers who are consistently supported in their self-regulated learning in kindergarten and at home would benefit the most. Based on our data, we could partly confirm this hypothesis.

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“…Although the relationship in this study, as in others, is correlational, children with higher working memory capacity might be better not only at selecting, storing, and retrieving information appropriately, but also better able to rely on metacognitive processes that would inform them that they are unsure and would prevent false identifications. In support, working memory capacity in children is related to metacognitive abilities (Alloway et al 2009;Freeman et al 2017), and working memory affects performance when metacognitive capabilities are also high (Whitebread 1999). Thus, working memory capacity significantly predicted children's correct (versus false alarm) responses either through direct, causal mechanisms or because it is part of a cluster of cognitive and cognitive characteristics related to lineup identification performance.…”

Section: Working Memory Capacitymentioning

confidence: 88%

Children’s Eyewitness Lineup Accuracy One Year Later: The Role of Social Support and Working Memory Capacity

Peter-Hagene

Burke

Bottoms

et al. 2019

Int. Journal on Child Malt.

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Children's ability to identify perpetrators who are strangers is crucial. Both failures to identify actual perpetrators and false accusations have serious costs for children's personal security and wellbeing or for innocent suspects. In the current study, we investigated the accuracy of children's person identification after a very long delay (one year) and, for the first time, as a function of interviewer-provided socio-emotional support, children's pre-existing social support reserves, state anxiety, and individual differences in children's working memory capacity. One year after a play session, 7-to 8-year-old children were asked to identify a stranger from a target-present lineup that included four pictures, a "She's not here" card, and an "I don't know" option in the form of a question mark card. Overall, children made few correct identifications, but also few false identifications, preferring to give "I do not know" responses or incorrectly stating the person was not in the lineup. Contrary to predictions, there were no main effects of interviewer-provided social support nor of social support reserves, but as predicted, children with higher working memory capacity performed significantly more accurately than did children with lower working memory capacity, regardless of interview condition. Children's state anxiety and their confidence in the identification were unrelated to their performance, although interviewer support did decrease state anxiety. Implications of these findings for children's personal safety are discussed.

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Metacognitive monitoring of working memory performance and its relationship to academic achievement in Grade 4 children

Cited by 26 publications

References 29 publications

Does accuracy and confidence in working memory performance relate to academic achievement in NAPLAN, the Australian national curriculum assessment?

Does accuracy and confidence in working memory performance relate to academic achievement in NAPLAN, the Australian national curriculum assessment?

Improving Metacognitive Abilities As An Important Prerequisite for Self-Regulated Learning in Preschool Children

Children’s Eyewitness Lineup Accuracy One Year Later: The Role of Social Support and Working Memory Capacity

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