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METAKOGNITÍVNY MONITORING PRI RIEŠENÍ VERBÁLNYCH A NEVERBÁLNYCH ÚLOH U DETÍ PREDŠKOLSKÉHO VEKU

Urban, Kamila ; Zápotočná, Oľga

Československá psychologie, 2017-11, Vol.61 (6), p.521-535 [Periódico revisado por pares]

Praha: Institute of Psychology, Academy of Science

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  • Título:
    METAKOGNITÍVNY MONITORING PRI RIEŠENÍ VERBÁLNYCH A NEVERBÁLNYCH ÚLOH U DETÍ PREDŠKOLSKÉHO VEKU
  • Autor: Urban, Kamila ; Zápotočná, Oľga
  • Assuntos: Child development ; Critical thinking ; Metacognition ; Preschool children
  • É parte de: Československá psychologie, 2017-11, Vol.61 (6), p.521-535
  • Descrição: Objectives. Metacognitive monitoring in preschool children plays an important role in the further learning process and help seeking. The aim of the present study is to determine whether the preschool children are able to monitor their performance while solving cognitive tasks (1). What is the relationship between the accuracy of metacognitive monitoring and the performance (2). How are these relationships related to the nature of cognitive tasks (3). Sample and setting. The sample consisted of total 97 children from 5 to 6 years old. Children individually solved 4 cognitive tasks and provided item-by-item or global confidence judgments (CJs) using the traffic light with red and green colours. Statistical analysis. Absolute accuracy index and bias index (Schraw, 2009) were calculated. To analyse age differences and bias differences (real and overestimated performance) independent samples t-test was used. To analyse task differences the ANOVA was used. Results. Preschool children are able to monitor their performance retrospectively (using CJs). They are more metacognitively accurate in verbal tasks than in non-verbal (Piagetian) tasks. Moreover, the monitoring accuracy significantly (p < .001) corresponds to the task performance. Study limitation. The finding requires further research concerning analyzing other characteristics of the cognitive task such as difficulty, and using different ways of analyzing and evaluating results, as well as taking into account the factors of social environment, which plays an important role in the development of metacognitive awareness in preschool children.
  • Editor: Praha: Institute of Psychology, Academy of Science
  • Idioma: Tcheco
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  • Realização: ABCD-USP USP   Logos de Redes Sociais: Freepik

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