A standardized open-ended interview was used to study how children, four to eight years of age, judge their own and their classmates' abilities. Self-ratings declined with grade, but peer ratings did not. Evaluation differences are discussed in terms of cognitive development and changes in the educational environment. (BS)

Effects of a theoretically based LOGO programing environment on executive metacognitive abilities were studied for 48 third graders who took pretests and posttests after LOGO training or no training. The LOGO group scored higher than comparisons on two metacomponential measures: correctness of response and use of an individual metacomponent. (SLD)