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ERIC Number: ED180611
Record Type: RIE
Publication Date: 1979-Oct
Pages: 13
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Communication Development and Metacognition in Children.
Wheeler, Valerie
Research evidence currently indicates that young children's communication skills for both the speaker and the listener roles are often ineffective. The accuracy of children's communication improves gradually over the elementary school years. Current thinking in the area of metacognition may be very useful in understanding the development of children's performances as communicators. Metacognition has been defined as one's knowledge concerning one's own cognitive processes. Children's developing knowledge about the process of communication is one kind of metacognitive development. Three basic metacognitive skills are important for the listener and the speaker. In order to construct adequate messages, young persons mus have some understanding of what kinds of messages are good and what kinds are poor. Given a particular communication situation, children need to understand that message quality influences communication effectiveness. In contrast to listeners, who must know when and how to provide feedback to the speaker, speakers must be sensitive to the listener's comprehension and know how to modify unclear messages. Further research in the area of metacognition will expand understanding of communication development in children and enable adults to facilitate this development in children who experience communication difficulties. (Author/RH)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A
Note: Paper presented at the Annual Meeting of the Genesee Valley Psychological Association (Rochester, NY, October 1979)