Carving Metacognition at Its Joints: Protracted Development of Component Processes

Abstract

Two experiments investigated the development of metacognitive monitoring and control, and conditions under which children engage these processes. In Experiment 1, 5-year-olds (N = 30) and 7-year-olds (N = 30), unlike adults (N = 30), showed little evidence of either monitoring or control. In Experiment 2, 5-year-olds (N = 90) were given performance feedback (aimed at improving monitoring), instruction to follow a particular strategy (aimed at improving control), or both. Across conditions, feedback improved children's monitoring, and instruction improved both monitoring and control. Thus, children's poor metacognitive performance likely reflects a difficulty engaging the component processes spontaneously rather than a lack of metacognitive ability. These findings also suggest that the component processes are distinct, with both undergoing protracted development.

Figure 1

The task sequence including choice opportunity, fixation, test stimulus, and response screen.

Figure 2

Proportion of easy task choices by age group.

Figure 3

Proportion of adults’ easy task choices by block.

Figure 4

Composite task monitoring scores by age group.

Figure 5

Absolute performance monitoring scores by age group (lower scores indicate greater performance estimation).

Figure 6

The direction of performance estimations for each age group. Scores above zero indicate overestimation.

Figure 7

Proportions of 5-year-olds’ easy task choices in Experiments 1 and 2.

Figure 8

Participants’ task monitoring scores in Experiments 1 and 2.