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Direct linkMarion Gardier; Christina Léonard; Marie Geurten – Journal of Cognition and Development, 2024
Recent research has highlighted the critical role in children's cognitive development of the metacognitive support parents give their children during everyday interactions. Our main goal was to examine whether parents made consistent use of metacognitive talk across different parent - child interaction contexts and to document the effect of this…
Descriptors: Foreign Countries, Parent Child Relationship, Preschool Children, Metacognition
Ben Izhak, Shachar; Lavidor, Michal – Journal of Cognition and Development, 2023
The field of cognitive training (CT) has been researched for over a century. However, there is still a debate regarding its ability to produce cognitive improvement, especially in working memory (WM) indices. This meta-analysis examined whether there is an advantage in training gains by comparing the results of two specific WM training approaches,…
Descriptors: Short Term Memory, Meta Analysis, Learning Strategies, Cognitive Processes
Henning, Kyle J.; Merriman, William E. – Journal of Cognition and Development, 2019
Children tend to select a novel object rather than a familiar object when asked to identify the referent of a novel label. Current accounts of this so-called "disambiguation effect" do not address whether children have a general metacognitive representation of this way of determining the reference of novel labels. In two experiments…
Descriptors: Preschool Children, Novelty (Stimulus Dimension), Metacognition, Prediction
Roebers, Claudia M.; Spiess, Manuela – Journal of Cognition and Development, 2017
Although metacognition is considered a central aspect of self-regulated learning and is often linked to learning outcomes, little is known about the intraindividual development and factors that lead to developmental improvement over time. This longitudinal study investigated 2nd graders' (N = 119, aged 8-9 years) metacognitive monitoring and…
Descriptors: Metacognition, Cognitive Development, Grade 2, Elementary School Students
Ornaghi, Veronica; Brockmeier, Jens; Grazzani Gavazzi, Ilaria – Journal of Cognition and Development, 2011
In this study the authors investigated whether training preschool children in the use of mental state lexicon plays a significant role in bringing about advanced conceptual understanding of mental terms and improved performance on theory-of-mind tasks. A total of 70 participants belonging to two age groups (3 and 4 years old) were randomly…
Descriptors: Theory of Mind, Experimental Groups, Control Groups, Language Role
Miller, Patricia H. – Journal of Cognition and Development, 2006
The Kuhn and Pease (p. 279, this issue) article advances the fields of cognitive development and learning by integrating work on executive functions, metacognition, and scientific reasoning. The article also expands developmental work to older children and adults, to personal beliefs, and to social information, and reinvigorates the construct of…
Descriptors: Metacognition, Cognitive Development, Thinking Skills, Brain Hemisphere Functions
