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Metacognitive Knowledge in Children at Early Elementary School
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Haberkorn, Kerstin; Lockl, Kathrin; Pohl, Steffi; Ebert, Susanne; Weinert, Sabine – Metacognition and Learning, 2014
In metacognition research, many studies focused on metacognitive knowledge of preschoolers or children at the end of elementary school or secondary school, but investigations of children starting elementary school are quite limited. The present study, thus, took a closer look at children's knowledge about mental processes and strategies in…
Descriptors: Metacognition, Elementary School Students, Cognitive Processes, Longitudinal Studies
Assessment of Metacognitive Knowledge in Students with Special Educational Needs
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Händel, Marion; Lockl, Kathrin; Heydrich, Jana; Weinert, Sabine; Artelt, Cordula – Metacognition and Learning, 2014
This study investigated whether and, if so, how metacognitive knowledge can be assessed validly in students with special educational needs in a large-scale assessment like the German National Educational Panel Study. In total, 804 sixth-grade students including both regular school students attending the lowest track of secondary education…
Descriptors: Foreign Countries, Metacognition, Disabilities, Special Needs Students
The Easily Learned, Easily Remembered Heuristic in Children
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Koriat, Asher; Ackerman, Rakefet; Lockl, Kathrin; Schneider, Wolfgang – Cognitive Development, 2009
A previous study with adults [Koriat, A. (2008a). "Easy comes, easy goes? The link between learning and remembering and its exploitation in metacognition." "Memory & Cognition," 36, 416-428] established a correlation between learning and remembering: items requiring more trials to acquisition (TTA) were less likely to be recalled than those…
Descriptors: Heuristics, Metacognition, Memory, Grade 4
Self-Paced Study Time as a Cue for Recall Predictions across School Age
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Hoffmann-Biencourt, Anja; Lockl, Kathrin; Schneider, Wolfgang; Ackerman, Rakefet; Koriat, Asher – British Journal of Developmental Psychology, 2010
Recent work on metacognition indicates that monitoring is sometimes based itself on the feedback from control operations. Evidence for this pattern has not only been shown in adults but also in elementary schoolchildren. To explore whether this finding can be generalized to a wide range of age groups, 160 participants from first to eighth grade…
Descriptors: Feedback (Response), Cues, Metacognition, Recall (Psychology)
The Memorizing Effort Heuristic in Judgments of Learning: A Developmental Perspective
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Koriat, Asher; Ackerman, Rakefet; Lockl, Kathrin; Schneider, Wolfgang – Journal of Experimental Child Psychology, 2009
Recent work on adult metacognition indicates that although metacognitive monitoring often guides control operations, sometimes it follows control operations and is based on the feedback from them. Consistent with this view, in self-paced learning, judgments of learning (JOLs) made at the end of each study trial "decreased" with the amount of time…
Descriptors: Feedback (Response), Cues, Heuristics, Metacognition
Knowledge about the Mind: Links between Theory of Mind and Later Metamemory
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Lockl, Kathrin; Schneider, Wolfgang – Child Development, 2007
This longitudinal study combined, in a single study, different aspects of children's knowledge about mental phenomena and thus could investigate relations among the development of language, theory of mind, and later metamemory. In total, 183 German children were tested at ages 3, 4, and 5. Each time of testing included a set of theory-of-mind…
Descriptors: Metacognition, Language Acquisition, Cognitive Development, Foreign Countries