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Godfrey M, Casnar C, Stolz E, Ailion A, Moore T, Gioia G. [Formula: see text] A review of procedural and declarative metamemory development across childhood. Child Neuropsychol 2023; 29:183-212. [PMID: 35343879 DOI: 10.1080/09297049.2022.2055751] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/11/2023]
Abstract
Metamemory is a component of metacognition that includes both the knowledge of factors that affect memory (i.e. declarative metamemory) and knowledge and application of factors in one's own learning and recall performance (i.e. procedural metamemory). The current paper aims to provide a comprehensive review of studies examining metamemory ability development from preschool into adolescence in order to improve the understanding of metamemory, its developmental course, and the available assessment methods. We examined the developmental trajectory of procedural and declarative metamemory abilities for both typically developing children and clinical populations. We found procedural metamemory abilities emerge around 4 to 5 years old, and significantly improve across childhood and into adulthood, although less is known about metamemory development across adolescence in typically developing children. Additionally, metamemory abilities vary significantly based on clinical pathology, although relatively fewer studies have examined these abilities in children with neurodevelopmental disorders or other neurologic conditions, such as acquired brain injury. The methods of metamemory assessment varied significantly across studies as well, indicating a need for a standardized metamemory measure, which would have high utility for clinical care.
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Affiliation(s)
- Mary Godfrey
- Division of Neuropsychology, Children's National Hospital, Washington, DC, USA
| | - Christy Casnar
- Division of Neuropsychology, Medical College of Wisconsin, Milwaukee, WI, USA
| | - Erin Stolz
- Division of Neuropsychology, Children's National Hospital, Washington, DC, USA
| | - Alyssa Ailion
- Department of Neurology and Psychiatry, Boston Children's Hospital, Boston, MA, USA.,Department of Psychiatry, Harvard Medical School, Boston, MA, USA
| | - Trey Moore
- Department of Neurology and Psychiatry, Boston Children's Hospital, Boston, MA, USA
| | - Gerard Gioia
- Division of Neuropsychology, Children's National Hospital, Washington, DC, USA
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Marques PDN, Oliveira RM, Correa J. Contributions of executive functions and linguistic skills to verbal fluency in children. Child Neuropsychol 2022; 28:1031-1051. [DOI: 10.1080/09297049.2022.2042502] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Affiliation(s)
- Priscila do Nascimento Marques
- Programa de Pós-Graduação em Psicologia, Instituto de Psicologia, Universidade Federal do Rio de Janeiro, Rio de Janeiro, Brasil
| | - Rosinda Martins Oliveira
- Departamento de Psicometria, Instituto de Psicologia, Universidade Federal do Rio de Janeiro, Rio de Janeiro, Brasil
| | - Jane Correa
- Programa de Pós-Graduação em Psicologia, Instituto de Psicologia, Universidade Federal do Rio de Janeiro, Rio de Janeiro, Brasil
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Krzemien M, Seret E, Maillart C. The generalisation of linguistic constructions in children with or without developmental language disorders. JOURNAL OF CHILD LANGUAGE 2021; 48:413-427. [PMID: 32423494 DOI: 10.1017/s0305000920000288] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
The generalisation of linguistic constructions is performed through analogical reasoning. Children with developmental language disorders (DLD) are impaired in analogical reasoning and in generalisation. However, these processes are improved by an input involving variability and similarity. Here we investigated the performance of children with or without DLD in a construction generalisation task. We also compared their performance following training with an input involving progressive alignment (combining similarity and variability) or high variability. Progressive alignment improves construction generalisation in children with or without DLD, which could have implications for our understanding of language development and for interventions conducted with children with DLD.
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Affiliation(s)
- Magali Krzemien
- Department of Speech and Language Therapy, Research Unit on Childhood, University of Liège, Belgium
| | - Esther Seret
- Department of Speech and Language Therapy, Research Unit on Childhood, University of Liège, Belgium
| | - Christelle Maillart
- Department of Speech and Language Therapy, Research Unit on Childhood, University of Liège, Belgium
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Krzemien M, Thibaut JP, Maillart C. How language and inhibition influence analogical reasoning in children with or without developmental language disorder? J Clin Exp Neuropsychol 2019; 42:76-89. [PMID: 31599197 DOI: 10.1080/13803395.2019.1676881] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
Abstract
Introduction: Analogical reasoning is a human ability of crucial importance in several domains of cognition, such as numerical abilities, social cognition, and language, and which is impaired in children with developmental language disorder (DLD). This impairment might be caused by their weaknesses in inhibition or by the inefficient use of phonological recoding.Method: We compared children with DLD and age-matched children without language disorders in an A:B::C:D analogical task. We manipulated two variables: interference (versus no interference) was used to evaluate the impact of articulatory suppression on analogical performance, and distraction (versus no distractor) was used to test whether perceptual distractors (which compete with relational responses) diminish children's performance.Results: Contrary to expectations, articulatory suppression does not have a negative effect on analogical reasoning. In contrast, perceptual distractors have a detrimental impact on performance, and children with DLD are more impacted by perceptual distraction than their peers. Moreover, inhibition, as measured by a classical inhibition task, influences performance, but only for children with DLD.Conclusion: The analogical reasoning impairment observed in DLD, therefore, seems to be related to perceptual distraction and inhibition rather than to phonological recoding. To conclude, this study investigates the analogical reasoning impairment observed in DLD and contributes to our understanding of the relationships between language, analogical reasoning, and executive functions.
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Affiliation(s)
- Magali Krzemien
- Department of Speech and Language Therapy, Research Unit on Childhood, University of Liège, Liège, Belgium
| | | | - Christelle Maillart
- Department of Speech and Language Therapy, Research Unit on Childhood, University of Liège, Liège, Belgium
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Ruggeri A, Markant DB, Gureckis TM, Bretzke M, Xu F. Memory enhancements from active control of learning emerge across development. Cognition 2019; 186:82-94. [PMID: 30769196 DOI: 10.1016/j.cognition.2019.01.010] [Citation(s) in RCA: 23] [Impact Index Per Article: 4.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/02/2018] [Revised: 01/08/2019] [Accepted: 01/14/2019] [Indexed: 11/25/2022]
Abstract
This paper investigates whether active control of study leads to enhanced learning in 5- to 11-year-old children. In Experiments 1 and 2, participants played a simple memory game with the instruction to try to remember and later recognize a set of 64 objects. In Experiment 3, the goal was to learn the French names for the same objects. For half of the materials presented, participants could decide the order and pacing of study (Active condition). For the other half, they passively observed the study decisions of a previous participant (Yoked condition). Recognition memory was more accurate for objects studied in the active as compared to the yoked condition. However, the active learning advantage was relatively small among 5-year-olds and increased with age, becoming comparable to adults' by age 8. Our results show that the ability to actively control study develops during early childhood and results in memory benefits that last over a week-long delay. We discuss possible interpretations for the observed developmental change, as well as the implications of these results for educational implementations.
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Affiliation(s)
- Azzurra Ruggeri
- MPRG iSearch, Max Planck Institute for Human Development & School of Education, Technical University Munich, Germany.
| | - Douglas B Markant
- Department of Psychological Science, University of North Carolina at Charlotte, United States
| | - Todd M Gureckis
- Department of Psychology, New York University, United States
| | - Maria Bretzke
- MPRG iSearch, Max Planck Institute for Human Development & Department of Child and Adolescent Psychiatry, Faculty of Medicine, Technical University Dresden, Germany
| | - Fei Xu
- Department of Psychology, University of California, Berkeley, United States
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Geurten M, Meulemans T, Lemaire P. From domain-specific to domain-general? The developmental path of metacognition for strategy selection. COGNITIVE DEVELOPMENT 2018. [DOI: 10.1016/j.cogdev.2018.08.002] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
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Fresson M, Meulemans T, Dardenne B, Geurten M. Overdiagnosis of ADHD in boys: Stereotype impact on neuropsychological assessment. APPLIED NEUROPSYCHOLOGY-CHILD 2018; 8:231-245. [PMID: 29432029 DOI: 10.1080/21622965.2018.1430576] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Abstract
There is vigorous debate regarding the possibility that ADHD is overdiagnosed in boys. We investigated the impact of the gender stereotype depicting boys as inattentive and impulsive on neuropsychological assessment (observation of psychology students and child's cognitive performance). In experiment 1, after the stereotype was activated, psychology students rated a "boy," a "girl," or a "child" on a behavioral assessment scale. In experiment 2, 103 children (boys and girls) completed neuropsychological tasks under stereotype threat or neutral conditions. The gender stereotype led psychology students to assess a child's behaviors more negatively if they thought the child was a boy. Boys' performance on one cognitive score declined following stereotype threat. Regression path analyses suggested moderation by stigma consciousness. Additionally, there were mediating and suppressing (through stereotype endorsement) effects. Our results suggest that the gender stereotype might contribute to the overdiagnosis of ADHD in boys.
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Affiliation(s)
- Megan Fresson
- a Psychology and Neurosciences of Cognition Unit , Universite de Liege , Liege , Belgium
| | - Thierry Meulemans
- a Psychology and Neurosciences of Cognition Unit , Universite de Liege , Liege , Belgium
| | - Benoit Dardenne
- a Psychology and Neurosciences of Cognition Unit , Universite de Liege , Liege , Belgium
| | - Marie Geurten
- b Department of Psychology , Universite de Liege , Liege , Belgium
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Executive function and metacognition: Towards a unifying framework of cognitive self-regulation. DEVELOPMENTAL REVIEW 2017. [DOI: 10.1016/j.dr.2017.04.001] [Citation(s) in RCA: 156] [Impact Index Per Article: 22.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/09/2023]
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The Role of Self-Transcendence and Cognitive Processes in the Response Expectancy Effect. Psychol Belg 2017; 57:77-92. [PMID: 30479784 PMCID: PMC6194523 DOI: 10.5334/pb.364] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022] Open
Abstract
Neuropsychological assessment is known to be influenced by expectancy effects, which can either enhance (placebo) or diminish (nocebo) cognitive performance. Research suggests that the response expectancy effect is influenced by various individual and situational factors and that the placebo effect results in an increase in monitoring processes as measured indirectly. However, the impact on monitoring processes has not yet been studied by direct measures such as Judgement Of Learning (JOL). This study aimed to investigate the response expectancy effect on various neuropsychological tasks, including a task that directly assesses monitoring capacities (JOL). In addition to determining which cognitive functions are influenced by the expectancy effect, this study examined the moderating role of the self-transcendence dimension of personality. Eighty healthy subjects were exposed to three bogus conditions presented as allegedly having a positive, negative, or no impact on cognitive capacities. Then they completed, in random order, three blocks of tasks (executive, attentional, and memory), one in each condition. Results showed an effect of negative instructions on flexibility (poorer performance) and memory (better performance) scores. Furthermore, positive instructions led to better explicit monitoring capacities (JOL) than the neutral condition. These effects were moderated by self-transcendence, as only participants with moderate or high self-transcendence exhibited these effects. Overall, our results showed that the response expectancy effect emerges from a combination of individual and cognitive factors.
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Krzemien M, Jemel B, Maillart C. Analogical reasoning in children with specific language impairment: Evidence from a scene analogy task. CLINICAL LINGUISTICS & PHONETICS 2017; 31:573-588. [PMID: 28362136 DOI: 10.1080/02699206.2017.1302509] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/07/2023]
Abstract
Analogical reasoning is a human ability that maps systems of relations. It develops along with relational knowledge, working memory and executive functions such as inhibition. It also maintains a mutual influence on language development. Some authors have taken a greater interest in the analogical reasoning ability of children with language disorders, specifically those with specific language impairment (SLI). These children apparently have weaker analogical reasoning abilities than their aged-matched peers without language disorders. Following cognitive theories of language acquisition, this deficit could be one of the causes of language disorders in SLI, especially those concerning productivity. To confirm this deficit and its link to language disorders, we use a scene analogy task to evaluate the analogical performance of SLI children and compare them to controls of the same age and linguistic abilities. Results show that children with SLI perform worse than age-matched peers, but similar to language-matched peers. They are more influenced by increased task difficulty. The association between language disorders and analogical reasoning in SLI can be confirmed. The hypothesis of limited processing capacity in SLI is also being considered.
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Affiliation(s)
- Magali Krzemien
- a Department of Speech and Language Therapy , University of Liege , Liège , Belgium
| | - Boutheina Jemel
- b School of Speech and Language Therapy and Audiology, University of Montreal , Montreal , Canada
| | - Christelle Maillart
- a Department of Speech and Language Therapy , University of Liege , Liège , Belgium
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Geurten M, Catale C, Geurten C, Wansard M, Meulemans T. Studying self-awareness in children: validation of the Questionnaire of Executive Functioning (QEF). Clin Neuropsychol 2016; 30:558-78. [DOI: 10.1080/13854046.2016.1178331] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Affiliation(s)
- Marie Geurten
- Department of Psychology, Neuropsychology Unit, University of Liège, Liège, Belgium
| | - Corinne Catale
- Department of Psychology, Neuropsychology Unit, University of Liège, Liège, Belgium
| | - Claire Geurten
- Faculty of Medicine, Department of Pediatrics, University of Liège, Liège, Belgium
| | - Murielle Wansard
- Department of Psychology, Neuropsychology Unit, University of Liège, Liège, Belgium
| | - Thierry Meulemans
- Department of Psychology, Neuropsychology Unit, University of Liège, Liège, Belgium
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