The Development of Metacognitive Accuracy in Working Memory across Childhood

Autor/inn/en	Forsberg, Alicia; Blume, Christopher L.; Cowan, Nelson
Titel	The Development of Metacognitive Accuracy in Working Memory across Childhood
Quelle	In: Developmental Psychology, 57 (2021) 8, S.1297-1317 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Forsberg, Alicia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0001213
Schlagwörter	Metacognition; Short Term Memory; Accuracy; Children; Age Differences; Early Adolescents; Grade 1; Grade 2; Grade 3; Grade 4; Grade 5; Grade 6; Grade 7; Adults; College Students; Parents; Predictor Variables; Cognitive Ability; Raven Progressive Matrices + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Kurzzeitgedächtnis; Child; Kind; Kinder; Age; Difference; Age difference; Altersunterschied; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; Collegestudent; Eltern; Prädiktor; Denkfähigkeit
Abstract	Growth in working memory capacity, the number of items kept active in mind, is thought to be an important aspect of childhood cognitive development. Here, we focused on participants' awareness of the contents of their working memory, or "meta-working memory," which seems important because people can put cognitive abilities to best use only if they are aware of their limitations. In two experiments on the development of meta-working memory in children between 6 and 13 years old and adults, participants were to remember arrays of colored squares and to indicate if a probe item was in the array. On many trials, before the probe recognition test, they reported a metajudgment, how many items they thought they remembered. We compared meta-working memory judgments to actual performance and looked for associations between these measures on individual and trial-by-trial levels. Despite much lower working memory capacity in younger children there was little change in meta-working memory judgments across age groups. Consequently, younger participants were much less realistic in their metajudgments concerning their working memory capability. Higher cognitive capacity was associated with more accurate meta-working memory judgments within an age group. Trial-by-trial tuning of metajudgments was evident only in young adults and then only for small array set sizes. In sum, meta-working memory ability is a sophisticated skill that develops with age and may be an integral aspect of the development of working memory across the school years. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01