This study investigated elementary school children’s development of monitoring and control when learning from texts. Second (N = 138) and fourth (N = 164) graders were tested in the middle (T₁) and end (T₂) of the school year. The study focused on the cross-sectional and longitudinal development of monitoring and control, and aimed to investigate the development of metacognition for two test formats. After reading expository texts, children completed a comprehension test consisting of open-ended and true-false questions. They monitored their test performance by making confidence judgments, and controlled performance by deciding whether to maintain or withdraw their given answers. Overall, monitoring and control accuracy was higher for open-ended questions than for true-false questions. For open-ended questions, results indicated higher metacognitive accuracy for fourth graders than second graders. No such age effects were found for monitoring and control for true-false questions. Longitudinally, children of both age groups improved their monitoring and control accuracy from T₁ to T₂, for open-ended and true-false questions. For both test types, improvement mainly occurred for the monitoring and controlling of incorrect, rather than correct answers. Additionally, the results indicated inter-individual stability of performance, but no stability of monitoring and control accuracy over time. The findings indicate that developmental as well as task-related factors affect children’s metacognitive accuracy.

中文翻译：

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从课本中学习时儿童监督和控制的发展：年龄和考试形式的影响

这项研究调查了小学生学习课文时的监控能力。 在中（T ₁）和末（T ₂）中对二年级（N  = 138）和四年级（N = 164）的学生进行了测试。）的学年。该研究侧重于监控的横断面和纵向发展，旨在研究两种测试形式的元认知发展。阅读说明性文字后，孩子们完成了由开放式和真假问题组成的理解测试。他们通过做出置信度判断来监视测试性能，并通过决定是维持还是撤消给出的答案来控制性能。总体而言，开放式问题的监测和控制准确性高于真假问题。对于开放式问题，结果表明四年级学生的元认知准确性高于二年级学生。没有发现这样的年龄效应可以监测和控制对错题。纵向上，₁到T ₂，用于开放式和真假问题。对于这两种测试类型，改进主要是为了监视和控制错误的答案，而不是正确的答案。此外，结果表明性能之间存在个体稳定性，但随着时间的推移，监测和控制精度没有稳定性。研究结果表明，发育以及与任务相关的因素会影响儿童的元认知准确性。