The Use of Intellectual Measures in the Analysis of Metacognitive Monitoring of Children
Keywords:
Metacognition, Metacognitive monitoring, Metacognitive measures, Intellectual measures, CHC modelAbstract
Metacognitive monitoring is one component of metacognition. It is assessed either through self-report instruments or judgments. The aim of the present study was to investigate metacognitive monitoring of children during the execution of three subtests of an intelligence battery, based on the Cattell-Horn-Carroll intelligence model. Participants answered the subtests and were asked to estimate their performance. Results indicate that participants already had metacognitive abilities in their repertoire, and some monitoring measures were significantly better for the subtest Performance on Mathematics. The data of this study are relevant in confirming information from the international literature using a Brazilian sample, and in discussing the importance of incentives for metacognitive training.
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References
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Panaoura, A., & Panaoura, G. (2006). Cognitive and metacognitive performance on Mathematics. In J. Novotná, H. Maraová, M. Krátká, & N. Stehlíková (Eds.), Proceedings 30th Conference of the International Group for the Psychology of Mathematics Education (pp. 313-320). Praga: PME.
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Schraw, G. (1998). Promoting general metacognitive awareness. Instructional Science, 26(1), 113-125.
Schraw, G. (2009). A conceptual analysis of five measures of metacognitive monitoring. Metacognition Learning, 4(1), 33-45.
Schwartz, B. L., & Perfect, T. J. (2002). Introduction: Toward an applied metacognition. In T. J. Perfect, & B. L. Schwartz (Eds), Applied metacognition (pp. 1-12). Cambridge: University Press.
Son, L. K., & Schwartz, B. L. (2002). The relation between metacognitive monitoring and control. In T. J. Perfect, & B. L. Schwartz (Eds), Applied metacognition (pp.15-35). Cambridge: University Press.
Vadhan, V., & Stander, P. (1993). Metacognitive ability and test performance among college students. The Journal of Psychology, 128(3), 307-309.
Cornoldi, C. (2010). Metacognition, intelligence, and academic performance. In H. S. Waters, & W. Schneider (Eds), Metacognition, strategy use, and instructions (pp. 257- 277). New York: The Guilford Press.
Desoete, A. (2008). Multi-method assessment of metacognitive skills in elementary school children: what you test is what you get. Metacognition Learning, 3(3), 189-206.
Dunlosky, J., & Metcalfe, J. (2009). Metacognition. Califórnia: SAGE Publications.
Efklides, A. (2006). Metacognition and affect: what can metacognitive experiences tell us about the learning process? Educational Research Review, 1(1), 3-14.
Flavell, J. H. (1979). Metacognition and cognitive monitoring: a new area of cognitive-developmental inquiry. American Psychologist, 34(10), 906-911.
Garret, J., Alman, M., Gardner, S., & Born, C. (2007). Assessing students’ metacognitive skills. American Journal of Pharmaceutical Education, 71(1), 1-7.
Garret, A. J., Mazzocco, M. M. M., & Baker, L. (2006). Development of the metacognitive skills of prediction and evaluation in children with or without Math disability. Learning Disabilities Research & Practice, 21(2), 77-88.
Huff, J. D., & Nietfeld, J. L. (2009). Using strategy instruction and confidence judgments to improve metacognitive monitoring. Metacognition and Learning, 4(2), 161-176.
Jou, G. I. de, & Sperb, T. M. (2006). A metacognição como estratégia reguladora da aprendizagem. Psicologia: Reflexão e Crítica, 19(2), 177-185.
Maki, R. H., & McGuire, M. J. (2002). Metacognition for text: findings and implications for education. In T. J. Perfect, & B. L. Schwartz (Eds), Applied Metacognition (pp. 39-67). Cambridge: University Press.
Mokhtari, K., & Reichard, C. A. (2002). Assessing student’s metacognitive awareness of reading strategies. Journal of Educational Psychology, 94(2), 249-259.
Nelson, T. O., & Narens, L. (1994). Why investigate metacognition. In J. Metcalfe, & A. P. Shimamura (Eds.), Metacognition: Knowing about knowing (pp. 1-25). Cambridge, MA: MIT Press.
Panaoura, A., & Panaoura, G. (2006). Cognitive and metacognitive performance on Mathematics. In J. Novotná, H. Maraová, M. Krátká, & N. Stehlíková (Eds.), Proceedings 30th Conference of the International Group for the Psychology of Mathematics Education (pp. 313-320). Praga: PME.
Pieschl, S. (2009). Metacognitive calibration ”“ an extended conceptualization and potential applications. Metacognition Learning, 4(1), 3-31.
Primi, R. (2002). Inteligência fluida: definição fatorial, cognitiva e neurospicológica. Paidéia (Ribeirão Preto), 12(23), 57-75.
Primi, R. (2003). Inteligência: Avanços nos modelos teóricos e nos instrumentos de medida. Avaliação Psicológica, 2(1), 67-77.
Schelini, P. W. (2002). Bateria Multidimensional de Inteligência Infantil: Proposta de instrumento. (Tese de Doutorado não publicada). Pontifícia Universidade Católica de Campinas, Campinas - SP.
Schelini, P. W. (2006). Teoria das inteligências fluida e cristalizada: Início e evolução. Estudos de Psicologia, 11(3), 232-332.
Schelini, P. W., & Wechsler, S. (2006). Estudo da estrutura fatorial da Bateria Multidimensional de Inteligência Infantil. Estudos de Psicologia, 23(2), 105-112.
Schraw, G. (1998). Promoting general metacognitive awareness. Instructional Science, 26(1), 113-125.
Schraw, G. (2009). A conceptual analysis of five measures of metacognitive monitoring. Metacognition Learning, 4(1), 33-45.
Schwartz, B. L., & Perfect, T. J. (2002). Introduction: Toward an applied metacognition. In T. J. Perfect, & B. L. Schwartz (Eds), Applied metacognition (pp. 1-12). Cambridge: University Press.
Son, L. K., & Schwartz, B. L. (2002). The relation between metacognitive monitoring and control. In T. J. Perfect, & B. L. Schwartz (Eds), Applied metacognition (pp.15-35). Cambridge: University Press.
Vadhan, V., & Stander, P. (1993). Metacognitive ability and test performance among college students. The Journal of Psychology, 128(3), 307-309.
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Published
2013-07-04
How to Cite
Zampieri, M., & Schelini, P. W. (2013). The Use of Intellectual Measures in the Analysis of Metacognitive Monitoring of Children. Psicologia: Teoria E Pesquisa, 29(2), 177–183. Retrieved from https://periodicos.unb.br/index.php/revistaptp/article/view/17605
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Estudos Empíricos
