A Dual-Process Account of the Development of Scientific Reasoning: The Nature and Development of Metacognitive Intercession Skills

Autor/inn/en	Amsel, Eric; Klaczynski, Paul A.; Johnston, Adam; Bench, Shane; Close, Jason; Sadler, Eric; Walker, Rick
Titel	A Dual-Process Account of the Development of Scientific Reasoning: The Nature and Development of Metacognitive Intercession Skills
Quelle	In: Cognitive Development, 23 (2008) 4, S.452-471 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-2014
DOI	10.1016/j.cogdev.2008.09.002
Schlagwörter	Adolescent Development; College Students; Conflict; Metacognition; Cognitive Ability; Child Development; Task Analysis; Age; Mathematics; Critical Thinking; Abstract Reasoning; Scientific Concepts + Suchen Sie Ihr Suchwort? Collegestudent; Konflikt; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Denkfähigkeit; Kindesentwicklung; Aufgabenanalyse; Alter; Lebensalter; Mathematik; Kritisches Denken; Abstraktes Denken; Denken
Abstract	Metacognitive knowledge of the dual-processing basis of judgment is critical to resolving conflict between analytic and experiential processing responses [Klaczynski, P. A. (2004). A dual-process model of adolescent development: Implications for decision making, reasoning, and identity. In R. V. Kail (Ed.), "Advances in child development and behavior, Vol. 31" (pp. 73-123). San Diego, CA: Academic Press]. Such conflict is ubiquitous when reasoning scientifically. Three studies explored the nature, development, and stability of this metacognitive knowledge. In each study, participants completed the ratio-bias judgment task, which assessed their tendency to make analytically based responses, and the ratio-bias evaluation task, which assessed their metacognitive knowledge of the processing basis of judgments on the task (Metacognitive Status). In Study 1, college students' judgment performance was related to metacognitive status but not to general cognitive ability. In Study 2, metacognitive status was related to age and mathematics-related changes. Metacognitive status again predicted participants' tendency to make analytically based judgments. In Study 3, college students' judgments, but not metacognitive status, were affected by task conditions. The evidence suggests that assessing metacognitive knowledge is important for understanding how conflict between analytically and experientially based judgments is resolved. (Contains 2 figures and 2 tables.) (As Provided).
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Update	2017/4/10