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Poll GH, Boone WJ, Petru J. Evaluation of a New Adolescent Social Communication Assessment: The Transition Pragmatics Interview. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2024; 67:2353-2366. [PMID: 38896882 PMCID: PMC11253795 DOI: 10.1044/2024_jslhr-23-00709] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/14/2023] [Revised: 02/27/2024] [Accepted: 04/21/2024] [Indexed: 06/21/2024]
Abstract
PURPOSE This study evaluated the psychometric functioning of a new criterion-referenced assessment of adolescent social communication, the Transition Pragmatics Interview (TPI), based on the synthesis model of pragmatics. Two ways of interpreting item difficulty were explored: (a) as a function of the synthesis model elements of social communication ability that items were designed to assess, and (b) as a function of the developmental level required for a successful response based on an adapted situational-discourse-semantics (SDS) model (Norris & Hoffman, 1993). METHOD Thirty-seven participants aged 14-22 years completed the TPI. Responses were analyzed using Rasch analysis to evaluate the functioning of the scale and to determine item difficulty. Items were coded for the SDS developmental level required for an adequate response. The mean Rasch item difficulty for items at each SDS developmental level was analyzed for the five adapted SDS domains. RESULTS Consistent with the first approach for interpreting item difficulty, TPI items varied in difficulty as a function of the element of social communication they were designed to assess (p < .001). Interpreting item difficulty based on the adapted SDS model was not supported: Items requiring higher SDS developmental levels were not more difficult than those requiring less (p = .55). CONCLUSIONS The TPI responses fit the Rasch model, supporting the TPI as a unidimensional measure and supporting the use of all items together to compute a single number that summarizes the level of social communication for each examinee. The item ordering from least to most difficult was consistent with prior findings on adolescent social communication development. SUPPLEMENTAL MATERIAL https://doi.org/10.23641/asha.26018545.
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Affiliation(s)
- Gerard H. Poll
- Department of Speech Pathology and Audiology, Miami University, Oxford, OH
| | - William J. Boone
- Department of Educational Psychology, Program in Learning Sciences and Human Development, Miami University, Oxford, OH
| | - Janis Petru
- Department of Communication Sciences and Disorders, Elmhurst University, IL
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van Loon M, Orth U, Roebers C. The structure of metacognition in middle childhood: Evidence for a unitary metacognition-for-memory factor. J Exp Child Psychol 2024; 241:105857. [PMID: 38241971 DOI: 10.1016/j.jecp.2023.105857] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/25/2023] [Revised: 12/05/2023] [Accepted: 12/24/2023] [Indexed: 01/21/2024]
Abstract
It has been debated whether children's metacognitive monitoring and control processes rely on a general resource or whether metacognitive processes are task specific. Moreover, findings about the extent to which metacognitive processes are related to first-order task performance are mixed. The current study aimed to uncover the relationships among children's monitoring (discrimination between correct and incorrect responses), control (accurate withdrawal of wrong answers), and performance across three memory-based learning tasks: Kanji learning, text comprehension, and secret code learning. All tasks consisted of a study phase, a test phase, monitoring (confidence judgments), and control (maintaining/withdrawing responses). Participants were 325 children (151 second graders [Mage = 8.12 years] and 174 fourth graders [Mage = 10.20 years]). Confirmatory factor analyses showed that a model in which monitoring and control loaded on a joint factor and performance on a separate factor provided the best fit to the data. Fourth graders had better monitoring and control accuracy than second graders. However, the factor structure of metacognition was similar for both age groups, contradictory to the assumption that metacognition generalizes across tasks as children grow older. After accounting for task-specific processes, monitoring and control skills for language-based memory tasks appear to be generalizable in middle childhood. In sum, children's monitoring and control for three separate memory tasks appear to reflect a unitary metacognition-for-memory factor related to, but distinguishable from, performance.
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Affiliation(s)
- Mariëtte van Loon
- Department of Psychology, University of Zurich, 8050 Zurich, Switzerland.
| | - Ulrich Orth
- Department of Psychology, University of Bern, 3012 Bern, Switzerland
| | - Claudia Roebers
- Department of Psychology, University of Bern, 3012 Bern, Switzerland
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Shields M, Calabro G, Selmeczy D. Active help-seeking and metacognition interact in supporting children's retention of science facts. J Exp Child Psychol 2024; 237:105772. [PMID: 37690348 DOI: 10.1016/j.jecp.2023.105772] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/18/2023] [Revised: 06/27/2023] [Accepted: 08/11/2023] [Indexed: 09/12/2023]
Abstract
Determining when to ask for help is a critical self-regulated strategy that can benefit children's learning. Despite its importance, we have a limited understanding about the developmental mechanisms that support adaptive help-seeking. In the current preregistered study, predominately White children aged 8 to 13 years (N = 69, ngirls = 37) had the option to seek help during an online science learning task. Results revealed that children's ability to adaptively seek help improved throughout childhood and early adolescence. Critically, developing metacognitive skills contributed to greater help-related memory benefits (compared with conditions where help was not previously available). Overall, these findings highlight the role of metacognition in children's ability to adaptively seek and benefit from help during online science learning.
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Affiliation(s)
- Michelle Shields
- Department of Psychology, University of Colorado Colorado Springs, Colorado Springs, CO 80918, USA
| | - Grai Calabro
- Department of Psychology, University of Colorado Colorado Springs, Colorado Springs, CO 80918, USA
| | - Diana Selmeczy
- Department of Psychology, University of Colorado Colorado Springs, Colorado Springs, CO 80918, USA.
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Connais-toi toi-même : une perspective globale de la métacognition. PSYCHOLOGIE FRANCAISE 2023. [DOI: 10.1016/j.psfr.2022.08.002] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 01/25/2023]
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Geurten M, Lemaire P. Influence of emotional stimuli on metacognition: A study in arithmetic. Conscious Cogn 2022; 106:103430. [PMID: 36283195 DOI: 10.1016/j.concog.2022.103430] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/09/2022] [Revised: 10/12/2022] [Accepted: 10/13/2022] [Indexed: 01/27/2023]
Abstract
We investigate the role of negative emotional stimuli on direct and indirect metacognition, and document age-related differences in this role during adulthood. Participants were presented with negative or neutral pictures while asked to select which of two available strategies was the better strategy to find approximate estimates of two-digit multiplication problems. Following each strategy selection, participants provided either a direct (confidence judgment; Expt. 1) or an indirect (opt-out judgment; Expt. 2) evaluation of their strategy choice. Negative emotional stimuli decreased metacognitive accuracy for arithmetic strategy selection, but only when indirect metacognitive measures were collected. No differences were found when direct metacognitive judgments were requested. The effects of emotional stimuli on indirect metacognition and lack of effects on direct metacognition were found in both young and older adults. These findings have important implications for our understanding of the mechanisms underlying the effects of emotion on metacognition in young and older adults.
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Affiliation(s)
- Marie Geurten
- Psychology and Neuroscience of Cognition Unit, University of Liège, Belgium; National Fund for Scientific Research (F.R.S - FNRS), Belgium.
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Domain-specific and domain-general metacognition for strategy selection in children with learning disabilities. CURRENT PSYCHOLOGY 2022. [DOI: 10.1007/s12144-022-02733-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
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Fitzsimmons CJ, Thompson CA. Developmental differences in monitoring accuracy and cue use when estimating whole-number and fraction magnitudes. COGNITIVE DEVELOPMENT 2022. [DOI: 10.1016/j.cogdev.2021.101148] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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Baer C, Odic D. Mini managers: Children strategically divide cognitive labor among collaborators, but with a self-serving bias. Child Dev 2021; 93:437-450. [PMID: 34664258 DOI: 10.1111/cdev.13692] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
Strategic collaboration according to the law of comparative advantage involves dividing tasks based on the relative capabilities of group members. Three experiments (N = 405, primarily White and Asian, 45% female, collected 2016-2019 in Canada) examined how this strategy develops in children when dividing cognitive labor. Children divided questions about numbers between two partners. By 7 years, children allocated difficult questions to the skilled partner (Experiment 1, d = 1.42; Experiment 2, d = 0.87). However, younger children demonstrated a self-serving bias, choosing the easiest questions for themselves. Only when engaging in a third-party collaborative task did 5-year-olds assign harder questions to the more skilled individual (Experiment 3, d = 0.55). These findings demonstrate early understanding of strategic collaboration subject to a self-serving bias.
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Affiliation(s)
- Carolyn Baer
- University of British Columbia, Vancouver, British Columbia, Canada.,University of California, Berkeley, Berkeley, California, USA
| | - Darko Odic
- University of British Columbia, Vancouver, British Columbia, Canada
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Baer C, Malik P, Odic D. Are children's judgments of another's accuracy linked to their metacognitive confidence judgments? METACOGNITION AND LEARNING 2021; 16:485-516. [PMID: 34720771 PMCID: PMC8550463 DOI: 10.1007/s11409-021-09263-x] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 07/23/2020] [Accepted: 03/07/2021] [Indexed: 06/13/2023]
Abstract
The world can be a confusing place, which leads to a significant challenge: how do we figure out what is true? To accomplish this, children possess two relevant skills: reasoning about the likelihood of their own accuracy (metacognitive confidence) and reasoning about the likelihood of others' accuracy (mindreading). Guided by Signal Detection Theory and Simulation Theory, we examine whether these two self- and other-oriented skills are one in the same, relying on a single cognitive process. Specifically, Signal Detection Theory proposes that confidence in a decision is purely derived from the imprecision of that decision, predicting a tight correlation between decision accuracy and confidence. Simulation Theory further proposes that children attribute their own cognitive experience to others when reasoning socially. Together, these theories predict that children's self and other reasoning should be highly correlated and dependent on decision accuracy. In four studies (N = 374), children aged 4-7 completed a confidence reasoning task and selective social learning task each designed to eliminate confounding language and response biases, enabling us to isolate the unique correlation between self and other reasoning. However, in three of the four studies, we did not find that individual differences on the two tasks correlated, nor that decision accuracy explained performance. These findings suggest self and other reasoning are either independent in childhood, or the result of a single process that operates differently for self and others. SUPPLEMENTARY INFORMATION The online version contains supplementary material available at 10.1007/s11409-021-09263-x.
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Affiliation(s)
- Carolyn Baer
- Department of Psychology, University of British Columbia, 2136 West Mall, Vancouver, BC V6T 1Z4 Canada
- Department of Psychology, University of California, Berkeley, 2121 Berkeley Way West, Berkeley, CA 94720 USA
| | - Puja Malik
- Department of Psychology, University of British Columbia, 2136 West Mall, Vancouver, BC V6T 1Z4 Canada
| | - Darko Odic
- Department of Psychology, University of British Columbia, 2136 West Mall, Vancouver, BC V6T 1Z4 Canada
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Urban K, Urban M. Anchoring Effect of Performance Feedback on Accuracy of Metacognitive Monitoring in Preschool Children. EUROPES JOURNAL OF PSYCHOLOGY 2021; 17:104-118. [PMID: 33737977 PMCID: PMC7957852 DOI: 10.5964/ejop.2397] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/06/2019] [Accepted: 06/15/2020] [Indexed: 11/20/2022]
Abstract
Preschool children are generally inaccurate at evaluating past and predicting future performance. The present study examines the effect of performance feedback on the accuracy of preschoolers' predictive judgments and tests whether performance feedback acts as an anchor for postdictive judgments. In Experiment 1, preschool children (n = 40) solved number patterns, and in Experiment 2 they solved object patterns (n = 59). The results in both experiments revealed, firstly, that children receiving performance feedback made more accurate predictive judgments and lowered their certainty after their incorrect answer. Secondly, the children relied on performance feedback more than on actual task experience when making postdictive judgments, indicating that performance feedback was used as an anchor for subsequent postdictive judgments.
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Affiliation(s)
- Kamila Urban
- Institute for Research in Social Communication, Slovak Academy of Sciences, Bratislava, Slovakia
- Department of Psychology, Faculty of Arts, Charles University, Prague, Czech Republic
| | - Marek Urban
- Department of History and Theory of Art, Faculty of Art and Design, Jan Evangelista Purkyne University, Usti nad Labem, Czech Republic
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Bellon E, Fias W, Ansari D, De Smedt B. The neural basis of metacognitive monitoring during arithmetic in the developing brain. Hum Brain Mapp 2020; 41:4562-4573. [PMID: 32701218 PMCID: PMC7555088 DOI: 10.1002/hbm.25142] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/03/2020] [Revised: 07/06/2020] [Accepted: 07/10/2020] [Indexed: 01/09/2023] Open
Abstract
In contrast to a substantial body of research on the neural basis of cognitive performance in several academic domains, less is known about how the brain generates metacognitive (MC) awareness of such performance. The existing work on the neurobiological underpinnings of metacognition has almost exclusively been done in adults and has largely focused on lower level cognitive processing domains, such as perceptual decision‐making. Extending this body of evidence, we investigated MC monitoring by asking children to solve arithmetic problems, an educationally relevant higher‐order process, while providing concurrent MC reports during fMRI acquisition. Results are reported on 50 primary school children aged 9–10 years old. The current study is the first to demonstrate that brain activity during MC monitoring, relative to the control task, increased in the left inferior frontal gyrus in children. This brain activity further correlated with children's arithmetic development over a 3‐year time period. These data are in line with the frequently suggested, yet never empirically tested, hypothesis that activity in the prefrontal cortex during arithmetic is related to the higher‐order process of MC monitoring.
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Affiliation(s)
- Elien Bellon
- Parenting and Special Education Research Unit, KU Leuven, Leuven, Belgium
| | - Wim Fias
- Experimental Psychology, Ghent University, Ghent, Belgium
| | - Daniel Ansari
- Department of Psychology and Brain and Mind Institute, Western University, London, Ontario, Canada
| | - Bert De Smedt
- Parenting and Special Education Research Unit, KU Leuven, Leuven, Belgium
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Metacognition across domains: Is the association between arithmetic and metacognitive monitoring domain-specific? PLoS One 2020; 15:e0229932. [PMID: 32163453 PMCID: PMC7067420 DOI: 10.1371/journal.pone.0229932] [Citation(s) in RCA: 12] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/27/2019] [Accepted: 02/17/2020] [Indexed: 11/19/2022] Open
Abstract
Metacognitive monitoring is a critical predictor of arithmetic in primary school. One outstanding question is whether this metacognitive monitoring is domain-specific or whether it reflects a more general performance monitoring process. To answer this conundrum, we investigated metacognitive monitoring in two related, yet distinct academic domains: arithmetic and spelling. This allowed us to investigate whether monitoring in one domain correlated with monitoring in the other domain, and whether monitoring in one domain was predictive of performance in the other, and vice versa. Participants were 147 typically developing 8-9-year-old children (Study 1) and 77 typically developing 7-8-year-old children (Study 2), who were in the middle of an important developmental period for both metacognitive monitoring and academic skills. Pre-registered analyses revealed that within-domain metacognitive monitoring was an important predictor of arithmetic and spelling at both ages. In 8-9-year-olds the metacognitive monitoring measures in different academic domains were predictive of each other, even after taking into account academic performance in these domains. Monitoring in arithmetic was an important predictor of spelling performance, even when arithmetic performance was controlled for. Likewise, monitoring in spelling was an important predictor of arithmetic performance, even when spelling performance was controlled for. In 7-8-year-olds metacognitive monitoring was domain-specific, with neither correlations between the monitoring measures, nor correlations between monitoring in one domain and performance in the other. Taken together, these findings indicate that more domain-general metacognitive monitoring processes emerge over the ages from 7 to 9.
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Brown SA, Menendez D, Alibali MW. Strategy adoption depends on characteristics of the instruction, learner, and strategy. Cogn Res Princ Implic 2019; 4:9. [PMID: 30900063 PMCID: PMC6428876 DOI: 10.1186/s41235-019-0158-3] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/01/2018] [Accepted: 02/01/2019] [Indexed: 11/29/2022] Open
Abstract
Why do people change their strategies for solving problems? In this research, we tested whether negative feedback and the context in which learners encounter a strategy influence their likelihood of adopting that strategy. In particular, we examined whether strategy adoption varied when learners were exposed to a target strategy in isolation, in conjunction with their own current strategy, and in conjunction with another novel strategy. We also investigated the roles of individual differences, including learners' need for cognition and their confidence in their current strategies. In Study 1, undergraduate participants who encountered a target strategy in isolation were more likely to adopt it than participants who encountered it in the context of their own current strategy. Negative feedback, low confidence, and high need for cognition also predicted greater adoption. In Study 2, we examined whether rates of strategy adoption depended on the target strategy itself. Indeed, participants were more likely to adopt one strategy than the other, and the effects of feedback also varied across strategies. Individual differences-need for cognition and confidence-also influenced patterns of strategy adoption. These results suggest that strategy adoption depends on the confluence of many factors, including the context in which a target strategy is introduced, characteristics of the learner, and characteristics of the strategy itself.
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Affiliation(s)
- Sarah A. Brown
- Department of Psychology, University of Wisconsin – Madison, 1202 W Johnson Street, Madison, WI 53706 USA
| | - David Menendez
- Department of Psychology, University of Wisconsin – Madison, 1202 W Johnson Street, Madison, WI 53706 USA
| | - Martha W. Alibali
- Department of Psychology, University of Wisconsin – Madison, 1202 W Johnson Street, Madison, WI 53706 USA
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