دانلود رایگان مقاله توانایی فراشناختی کودکان و بزرگسالان

عنوان فارسی
توانایی فراشناختی کودکان و بزرگسالان
عنوان انگلیسی
The metacognitive abilities of children and adults
صفحات مقاله فارسی
0
صفحات مقاله انگلیسی
10
سال انتشار
2016
نشریه
الزویر - Elsevier
فرمت مقاله انگلیسی
PDF
کد محصول
E2957
رشته های مرتبط با این مقاله
روانشناسی
گرایش های مرتبط با این مقاله
روانشناسی بالینی کودک و نوجوان، روانشناسی بالینی و روانشناسی شناخت
مجله
توسعه شناختی - Cognitive Development
دانشگاه
دانشگاه د بوئنوس آیرس، آرژانتین
کلمات کلیدی
فراشناخت، فرزندان، اعتماد به نفس، بزرگسالان، SDT، خوش بینی
چکیده

Abstract


Metacognition, or the capacity to reflect upon one’s own knowledge, is a key trait in our cognitive repertoire which is developed during childhood. Here, a direct comparison of metacognitive ability in children (N = 188; 6–9 years old) and adults, (N = 47) using a single perceptual task, was made. Results showed that 6–9 years old children have a level of metacognitive access similar to that of adults. Further, a signal detection theory model was applied in order to distinguish metacognitive ability from the propensity towards risk taking, two factors that have so far been confounded in studies. Children presented a suboptimal tendency towards risky decisions and a natural predisposition to overconfidence that can be partially mitigated by imposing a conservative normative strategy.

بحث

4. Discussion


In the present work, we compared the metacognitive abilities of children and adults using the same perceptual type I task and type II task. The protocol and tasks were built to be age-appropriate for both groups. This was crucial given that we aimed to measure metacognitive differences between the two groups and not differences in their cognitive performance. In doing so, we strengthen the result that metacognition, as measured through our perceptual metacognitive task, is already developed in young children, as well as the notion that children are overconfident. In addition, we show here that this tendency may not be due to a poor metacognitive access (d’), which is not significantly different from adults, but instead to a difference in the decision criteria (c) employed to make their choices. Our results suggest that when middle childhood begins, metacognitive access is already at an adult level; however, the output of metacognitive monitoring to regulate these operations, metacognitive control, may not be fully developed yet. Furthermore, the results from the adult group seem to indicate that an optimal level of metacognitive control may never be achieved, given that they still present a tendency to be suboptimally overconfident.


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