The effect of time pressure on metacognitive control is of theoretical and empirical relevance and is likely to allow us to tap into developmental differences in performances which do not become apparent otherwise, as previous studies suggest. In the present study, we investigated the effect of time pressure on metacognitive control in three age groups (10-year-olds, 14-year-olds, and adults, n = 183). Using an established study time allocation paradigm, participants had to study two different sets of picture pairs, in an untimed and a timed condition. The results showed that metacognitive self-regulation of study time (monitor-based study time allocation) differed between age groups when studying under time pressure. Even though metacognitive control is firmly coupled at 10 years of age, the overall level of self-regulation of adults was higher than that of children and adolescents across both study time conditions. This suggests that adults might have been more sensitive to experiential metacognitive cues such as JoL for the control of study time. Moreover, the timed condition was found to be more effective than the untimed, with regard to study time allocation. Also, there was an age effect, with adults being more efficient than 10- and 14-year-olds.

时间压力对元认知控制的影响具有理论和经验上的关系，并且可能使我们能够利用表现上的发展差异，如先前的研究所示，这种差异在其他情况下不会变得明显。在本研究中，我们调查了时间压力对三个年龄组（10岁，14岁和成人，n = 183）。使用已建立的研究时间分配范例，参与者必须在非定时和定时条件下研究两组不同的图片对。结果显示，在时间压力下学习时，不同年龄段的学习时间的元认知自我调节（基于监控器的学习时间分配）有所不同。即使元认知控制在10岁时就牢固地结合在一起，但在两种研究时间条件下，成年人的自我调节总体水平仍高于儿童和青少年的自我调节水平。这表明成年人可能对体验元认知线索（例如JoL）更敏感，以控制学习时间。此外，就学习时间分配而言，发现定时条件比未定时更有效。此外，还有年龄效应，