The metacognitive abilities of children and adults

Salles, Alejo; Ais, Joaquín; Semelman, Mariano; Sigman, Mariano; Calero, Cecilia I.

doi:10.1016/j.cogdev.2016.08.009

Cited by 32 publications

(18 citation statements)

References 41 publications

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“…This interpretation is supported by comments made by the children as they selected additional objects (e.g., "I think I know, but let me ask just one more question, to be sure"). Although these results are surprising in light of previous research showing that children of this age tend to be overconfident (e.g., Finn & Metcalfe, 2014;Salles, Semelman, Sigman, & Calero, 2016), they are consistent with research on children's decision making, which finds that younger children tend to be more exhaustive in their search than older children (Davidson, 1991a(Davidson, , 1991b. Moreover, Legare and colleagues (2013) found that the preschoolers (4to 6-year-olds) who asked more confirmatory questions (i.e., redundant based on the information already gathered) performed better overall in a 20-questions game, suggesting that the confirmatory strategy, although inefficient, may be useful.…”

Section: Discussioncontrasting

confidence: 75%

Sources of developmental change in the efficiency of information search.

Ruggeri

Lombrozo

Griffiths

et al. 2016

Developmental Psychology

122

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Children are active learners: they learn not only from the information people offer and the evidence they happen to observe, but by actively seeking information. However, children's information search strategies are typically less efficient than those of adults. In two studies, we isolate potential sources of developmental change in how children (7- and 10-year-olds) and adults search for information. To do so, we develop a hierarchical version of the 20-questions game, in which participants either ask questions (Study 1) or test individual objects (Study 2) to discover which category of objects within a nested structure (e.g., animals, birds, or owls) has a novel property. We also develop a computational model of the task, which allows us to evaluate performance in quantitative terms. As expected, we find developmental improvement in the efficiency of information search. In addition, we show that participants' performance exceeds random search, but falls short of optimal performance. We find mixed support for the idea that children's inefficiency stems from difficulty thinking beyond the level of individual objects or hypotheses. Instead, we reveal a previously undocumented source of developmental change: Children are significantly more likely than adults to continue their search for information beyond the point at which a single hypothesis remains, and thus to ask questions and select objects associated with zero information gain. This suggests that one crucial source of developmental change in information search efficiency lies in children's "stopping rules." (PsycINFO Database Record

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Section: Discussioncontrasting

confidence: 75%

Sources of developmental change in the efficiency of information search.

Ruggeri

Lombrozo

Griffiths

et al. 2016

Developmental Psychology

122

View full text Add to dashboard Cite

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“…The task used in this study was adapted from a classic non-verbal paradigm used to measure monitoring abilities in humans (adults and children) 34 as well as non-human primates 35 . The task comprised 114 trials, each starting with a perceptual judgment followed by a report of confidence in performance.…”

Section: Methodsmentioning

confidence: 99%

Explicit and implicit monitoring in neurodegeneration and stroke

García‐Cordero

Sedeño

Babino

et al. 2019

Sci Rep

Self Cite

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Monitoring is a complex multidimensional neurocognitive phenomenon. Patients with fronto-insular stroke (FIS), behavioural variant frontotemporal dementia (bvFTD) and Alzheimer’s disease (AD) show a lack of self-awareness, insight, and self-monitoring, which translate into anosognosia and daily behavioural impairments. Notably, they also present damage in key monitoring areas. While neuroscientific research on this domain has accrued in recent years, no previous study has compared monitoring performance across these brain diseases and none has applied a multiple lesion model approach combined with neuroimaging analysis. Here, we evaluated explicit and implicit monitoring in patients with focal stoke (FIS) and two types of dementia (bvFTD and AD) presenting damage in key monitoring areas. Participants performed a visual perception task and provided two types of report: confidence (explicit judgment of trust about their performance) and wagering (implicit reports which consisted in betting on their accuracy in the perceptual task). Then, damaged areas were analyzed via structural MRI to identify associations with potential behavioral deficits. In AD, inadequate confidence judgments were accompanied by poor wagering performance, demonstrating explicit and implicit monitoring impairments. By contrast, disorders of implicit monitoring in FIS and bvFTD patients occurred in the context of accurate confidence reports, suggesting a reduced ability to turn self-knowledge into appropriate wagering conducts. MRI analysis showed that ventromedial compromise was related to overconfidence, whereas fronto-temporo-insular damage was associated with excessive wagering. Therefore, joint assessment of explicit and implicit monitoring could favor a better differentiation of neurological profiles (frontal damage vs AD) and eventually contribute to delineating clinical interventions.

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“…While preschoolers and first graders have strong difficulties in using feedback at all (Lipko, Dunlosky, & Merriman, ), older elementary school students seem to start implementing feedback (Labuhn et al, ). However, even when presented with feedback, children in the later elementary school years still appear to be at least partially deficient in detecting and correcting errors (Hacker, ; Lipko‐Speed et al, ; Salles, Ais, Semelman, Sigman, & Calero, ).…”

Section: Children's Use Of Feedbackmentioning

confidence: 99%

“…Although children as well as adults are sensitive to the wishful thinking bias, this bias is much stronger in children than in adults (Bjorklund & Green, ). Therefore, it may be more difficult for children to learn from feedback on errors as they may remain overly optimistic even after receiving negative feedback (Destan, Spiess, de Bruin, van Loon, & Roebers, ; Salles et al, ).…”

Section: Children's Use Of Feedbackmentioning

confidence: 99%

Effects of Feedback on Self‐Evaluations and Self‐Regulation in Elementary School

Loon

Roebers

2017

Applied Cognitive Psychology

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Elementary school learners are typically highly confident when judging accuracy of their test responses, relatively independent of whether these are correct. While feedback has been shown to improve accuracy of adults' and adolescents' selfevaluations and subsequent self-regulation, little is known about beneficial effects for elementary school children. We investigated effects of fine-grained feedback on fourth and sixth graders' self-evaluations and restudy selections by presenting them the ideas they were meant to bring up in their test responses. One group received full-definition feedback standards, whereas the other group received idea-unit feedback standards. The two types of feedback strongly improved fourth and sixth graders' self-evaluations for commission errors and for partially correct responses. While restudy selections before feedback were more adaptive for sixth than fourth graders, age differences disappeared after receiving feedback. Findings imply that feedback standards are a suitable tool to calibrate elementary school learners and to support effective self-regulation.

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The metacognitive abilities of children and adults

Cited by 32 publications

References 41 publications

Sources of developmental change in the efficiency of information search.

Sources of developmental change in the efficiency of information search.

Explicit and implicit monitoring in neurodegeneration and stroke

Effects of Feedback on Self‐Evaluations and Self‐Regulation in Elementary School

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