Preschoolers' Memory Monitoring: Feeling-of-Knowing Judgments

Cultice, Joan C.; Somerville, Susan C.; Wellman, Henry M.

doi:10.1111/j.1467-8624.1983.tb00063.x

Cited by 16 publications

(24 citation statements)

References 11 publications

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“…A number of studies have explored children's feeling-of-knowing (FOK) judgments and accuracy (e.g., Cultice et al 1983;DeLoache and Brown 1984). FOK judgments occur either during or after a learning procedure and are judgments about whether a currently unrecallable item will be remembered at a subsequent retention test.…”

Section: Monitoring Skills In Childrenmentioning

confidence: 99%

The Development of Metacognitive Competences

Schneider

2009

Towards a Theory of Thinking

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This paper describes historical and current trends in research on the development of metacognitive competencies. Stimulated by classic theoretical analyses of the concept of metacognition initiated by Ann Brown, John Flavell and their colleagues, contemporary extensions of the concept emphasize the important roles of both procedural and declarative metacognition for successful information processes. Major research findings on the development of these two components of metacognition are reviewed, and links between children's early "theory of mind" and subsequent verbalizable metamemory are described. Next, new evidence on children's metacognitive development in childhood and adolescence is summarized, indicating major shifts in children's declarative metacognitive knowledge, in particular, their strategy knowledge, between the end of kindergarten and the end of elementary school. Although similarly fast developments could not be demonstrated for procedural metacognitive knowledge, several empirical studies suggest developmental changes in the relationship between monitoring and self-regulatory abilities, with older (but not younger) children being able to regulate their achievement-related behavior based on the outcome of their monitoring attempts. Finally, the paper reviews classic and contemporary applications of metacognitive theory to various educational settings, generally illustrating the importance of metacognition for various aspects of academic performance. IntroductionResearch on the development of "metacognition" was initiated in the early 1970s by Ann Brown, John Flavell and their colleagues (for reviews, see Brown et al. 1983;Flavell et al. 2002;Goswami 2008;Schneider and Pressley 1997 cognitive development, the concept has usually been broadly and rather loosely defined as any knowledge or cognitive activity that takes as its object, or regulates, any aspect of any cognitive enterprise (cf. Flavell et al. 2002). Obviously, this conceptualization refers to people's knowledge of their own information processing skills, as well as knowledge about the nature of cognitive tasks, and about strategies for coping with such tasks. Moreover, it also includes executive skills related to monitoring and self-regulation of one's own cognitive activities. In a seminal paper, Flavell (1979) described three major facets of metacognition, namely metacognitive knowledge, metacognitive experiences, and metacognitive skills, that is, strategies controlling cognition. According to Flavell et al. (2002), declarative metacognitive knowledge refers to the segment of world knowledge that concerns the human mind and its doings. For instance, metacognitive knowledge about memory includes explicit, conscious, and factual knowledge about the importance of person, task, and strategy variables for memorizing and recalling information. A person is said to possess "conditional" metacognitive knowledge whenever he or she is able to justify or explain the impact of person, task, and strategy variables on memory performance (se...

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Section: Monitoring Skills In Childrenmentioning

confidence: 99%

The Development of Metacognitive Competences

Schneider

2009

Towards a Theory of Thinking

View full text Add to dashboard Cite

show abstract

“…A number of developmental studies have explored children's feeling of knowing Cultice, Somerville, & Wellman, 1983;Posnansky, 1978aPosnansky, , 1978bWellman, 1977aWellman, , 1979. Children are shown series of items and are asked to name them.…”

Section: Concurrent Measures: Assessing Memory Monitoringmentioning

confidence: 99%

“…(See , for similar developmental trends in a study of children with learning difficulties.) Cultice et al ( 1983) presented 4-to 5-year-old children a simplified version of the task used by Wellman (l977a). The participants were asked to name children who were depicted on photos presented to them.…”

Section: Memory Monitaring Performance Prediction Accuracymentioning

confidence: 99%

See 1 more Smart Citation

Memory Development Between 2 and 20

Schneider¹,

Pressley²

1989

Springer Series in Cognitive Development

310

261

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“…Thus, with simple materials, 4-and 5-year-olds can make feeling-of-knowing judgments that accurately predict recognition performance (Cultice et al 1983), but feeling-of-knowing accuracy improves between kindergarten and third-grade (Wellman 1977). Children as young as 6-years also make accurate predictions concerning performance on tests of their memory for recently studied material (Schneider et al 2000).…”

Section: Phenomenological Awareness Of Five Aspects Of Cognitionmentioning

confidence: 94%