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A comparison of non-verbal and verbal indicators of young children’s metacognition
Metacognition and Learning ( IF 2.704 ) Pub Date : 2019-12-13 , DOI: 10.1007/s11409-019-09217-4
Claudia M. Roebers , Sonja Kälin , Eva A. Aeschlimann

In the past decade, research increasingly uncovers emerging metacognitive skills in young children by using child-friendly, creative, and non-verbal measures of metacognition. In the present study, the now often used non-verbal “opt-out” paradigm and classical verbal metacognitive judgments (judgments-of-learning and confidence judgments) were used in the context of a paired associates learning task. Prospectively (before the memory test) and retrospectively (after recognition) N = 138 children (N = 72 5-year-olds; N = 66 6-year-olds) evaluated their performance. Results revealed evidence for existing metacognitive skills in their relative sense (discriminating correct from incorrect responses in the metacognitive measures) but poor metacognitive accuracy in absolute terms. The non-verbal opt-out measures were not found to consistently and substantially facilitate especially 5-year-olds` metacognitive skills. Correlating non-verbal and verbal measures revealed shared but also distinct, yet to be explained variances calling for a strongly differentiated concept of children’s early metacognition.

中文翻译:

幼儿元认知的非语言和言语指标比较

在过去的十年中,研究通过使用对儿童友好的,创造性的和非言语的元认知手段,越来越多地发现了幼儿中新兴的元认知技能。在本研究中,在配对的伙伴学习任务中使用了现在经常使用的非语言“选择退出”范式和经典的言语元认知判断(学习判断和自信心判断)。预期(在记忆力测试之前)和回顾性(认可之后)N  = 138名儿童(N  = 72个5岁儿童;N = 66位6岁儿童)评估了他们的表现。结果揭示了相对意义上的现有元认知技能的证据(在元认知测验中将正确与错误的反应区分开),但绝对意义上的元认知准确性较差。未发现非言语选择退出措施能够一致且显着促进尤其是5岁儿童的元认知能力。相关的非言语和言语测验显示出共有但也有待解释的差异,这些差异要求对儿童的早期元认知有一个高度区分的概念。
更新日期:2019-12-13
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