ERIC Number: ED220212
Record Type: RIE
Publication Date: 1982-Aug
Reference Count: 0
Children's Ability to Self-Monitor Information Acquisition.
Moely, Barbara E.; Stewart, Krista J.
In order to (1) determine the cross-situational generalizability of self-monitoring behavior and (2) explore the correlation of self-monitoring behavior with other cognitive skills and achievements, 96 fifth-grade children were given three tasks assumed to measure the ability to self-monitor knowledge state during learning. During the first of two individual test sessions, children were given six subtests of the Wechsler Intelligence Scale for Children (Revised). In the second session, conducted about 10 days later, the three self-monitoring tasks were administered: A self-paced serial recall task assessed the child's tendency to evaluate his or her state of recall readiness during study; information was presented orally to the child and questions were asked to see whether the child could identify inconsistencies or omissions; and the Missing Elements subtest of the KeyMath test, requiring the child to identify information omitted from an orally presented arithmetic problem, was administered. Reading and math achievement scores on the Comprehensive Test of Basic Skills and IQ scores from the Short Form Test of Academic Aptitude were obtained from school records. Results are discussed, and it is concluded that despite apparent commonalities in requirements for adequate performance, the three tasks appear to reflect separate, unrelated skills. (RH)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers: Cognitive Research; Self Monitoring
Note: Paper presented at the Annual Meeting of the American Psycholgical Association (90th, Washington, DC, August 23-27, 1982).