Where Is My Attention? Children's Metaknowledge Expressed through Drawings

Autor/inn/en	Pezzica, Sara; Pinto, Giuliana; Bigozzi, Lucia; Vezzani, Claudio
Titel	Where Is My Attention? Children's Metaknowledge Expressed through Drawings
Quelle	In: Educational Psychology, 36 (2016) 4, S.616-637 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2014.1003035
Schlagwörter	Foreign Countries; Metacognition; Elementary School Students; Age Differences; Freehand Drawing; Coding; Attention; Child Behavior; Pragmatics; Cognitive Processes; Social Development; Emotional Response; Interpersonal Relationship; Statistical Analysis; Eye Movements; Human Posture; Italy + Suchen Sie Ihr Suchwort? Ausland; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Age; Difference; Age difference; Altersunterschied; Drawing; Zeichnen; Codierung; Programmierung; Aufmerksamkeit; Pragmalinguistik; Cognitive process; Kognitiver Prozess; Soziale Entwicklung; Emotionales Verhalten; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Statistische Analyse; Augenbewegung; Posture; Körperhaltung; Italien
Abstract	The aim of the present research is to assess the developmental pattern of the metacognitive knowledge of attention in Italian primary school students. Data were collected from 95 pupils divided into two age groups: the first (6-8 years) and second primary school cycles (8-10 years). The children were asked to perform two specific thematic drawings on attention vs. inattention in the school context. The drawings were coded on the basis of the Children's Awareness of Attention through Drawing, consisting of five scales which explore the behavioural, pragmatic, cognitive, emotional and social awareness of attention. The analysis of the thematic drawings reveals that from the early years of primary school, children are aware of some components of attention: behavioural awareness, pragmatic awareness and social awareness. Other components are instead acquired as of the age of eight. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01