Persistent overconfidence despite practice: The role of task experience in preschoolers’ recall predictions

Generating keywords improves metacomprehension and self-regulation in elementary and middle school children

“…Second graders, however, overestimated performance on the difficult items. As in adults, JOL accuracy improved over learning trials (note that with younger children (ages 4 -5), practice did not improve monitoring accuracy, Lipko, Dunlosky, & Merriman, 2009). …”

Influence of Fluid Intelligence on Accuracy of Metacognitive Monitoring in Preschool Children Fades with the Calibration Feedback

“…For many years it was assumed that metacognitive skills develop from primary school age and that preschool children are not able to monitor their performance more accurately and are often overconfident (for review : Lipko, Dunlosky, & Merriman, 2009;Schneider, 1998). But a number of researchers have found that children are able to monitor their own uncertainty from the age of 3 (Lyons & Ghetti, 2011;Marulis, Palincsar, Berhenke, & Whitebread, 2016), seeking help when they are unsure about perception tasks (Coughlin, Hembacher, Lyons, & Ghetti, 2015) or skipping an item when they are not sure whether they know the solution (Balcomb & Gerken, 2008).…”

“…The development of the ability to monitor one's performance also depends on the nature of the task and socioeconomic background (Lipko et al, 2009;Urban, 2017;Zápotočná, 2013). Urban and Zápotočná (2017) used two Piagetian tasks and two text-comprehension tasks to test the ability of preschool children (5 and 6 year olds) to monitor performance.…”

“…Researchers are therefore interested in finding ways to decrease overconfidence in preschool children (Lipko et al, 2009;Urban et al, 2016;Van Loon et al, 2017) and in gaining a better understanding of the influence social and individual factors have on metacognition (Arslan, Akin, & Çítemel, 2013;Sarikam, 2015;Urban, 2017;Urban & Zápotočná, 2017;Zápotočná, 2013). As we will discuss further, one of these factors is intelligence (Alexander, Johnson, Albano, Freygang, & Scott, 2006;Veenman & Spaans, 2005).…”

“…Firstly, there are repeated measures research designs, in which the same kind of task is repeatedly solved with the assumption that more experience solving similar tasks improves both performance and accuracy (Kruger & Dunning, 1999). However, while adults become underconfident after the first study trial (Finn & Metcalfe, 2014), children do not become underconfident with practice (Lipko et al, 2009), therefore, for children the use of repeated measures design is insufficient on its own.…”