Abstract

The term “metacognition” describes thinking about a cognitive phenomenon or, more simply put, thinking about thinking . Metacognition involves using knowledge about one’s cognitive processes to change behavior, including monitoring and controlling cognition. Metacognition is vital for learning and is often more difficult for children with neurodevelopmental concerns (e.g. Attention Deficit Hyperactivity Disorder [ADHD], Fetal Alcohol Spectrum Disorder [FASD], Autism Spectrum Disorders [ASD]), possibly due to underlying deficits in attention and executive functioning (EF). The present study evaluated a 6- to 8-week cognitive intervention aimed at improving attention and EF and children’s metacognitive abilities. Participants included a mixed sample of 50 children ages 6–12 years presenting with attention and/or EF deficits. Children within the active intervention group completed a game-based attention/EF intervention called Caribbean Quest (CQ), which combines process-specific and compensatory approaches to remediate attention and EF. Educational Assistants (EAs) supported children during gameplay by teaching explicit metacognitive strategies. Pre/post assessments included measures of attention and working memory (WM), metacognitive awareness (child, parent, and EA questionnaires), and metacognitive regulation (metacognitive monitoring and control). Results indicated post-intervention gains in WM, metacognitive awareness, and metacognitive regulation (self-monitoring and metacognitive control). These results provide preliminary support for CQ as potentially beneficial in improving aspects of EF and metacognition in children.

摘要

“元认知”一词描述了对认知现象的思考，或者更简单地说，是对思考的思考。元认知涉及使用关于一个人的认知过程的知识来改变行为，包括监测和控制认知。元认知对学习至关重要，对于有神经发育问题（例如注意力缺陷多动障碍 [ADHD]、胎儿酒精谱系障碍 [FASD]、自闭症谱系障碍 [ASD]）的儿童来说往往更困难，这可能是由于潜在的注意力和执行力不足所致功能（EF）。本研究评估了一项为期 6 至 8 周的认知干预，旨在提高注意力和 EF 以及儿童的元认知能力。参与者包括 50 名 6-12 岁儿童的混合样本，这些儿童表现出注意力和/或 EF 缺陷。Caribbean Quest (CQ)，它结合了特定过程和补偿方法来补救注意力和 EF。教育助理 (EA) 在游戏过程中通过教授明确的元认知策略来支持儿童。前/后评估包括注意力和工作记忆 (WM)、元认知意识（儿童、父母和 EA 问卷）和元认知调节（元认知监测和控制）的测量。结果表明 WM、元认知意识和元认知调节（自我监控和元认知控制）的干预后收益。这些结果为 CQ 在改善儿童 EF 和元认知方面的潜在益处提供了初步支持。