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ERIC Number: ED357877
Record Type: Non-Journal
Publication Date: 1993-Mar
Pages: 27
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Characteristics of Parent-Child Interactions: How Do They Affect Children's Acquisition of Metacognitive Skills?
Werdenschlag, Lori B.; And Others
This study examined parental influence on children's cognitive skills by investigating characteristics of parent-child interaction in two tasks that required strategic activity and within which instruction in metacognition could occur. Subjects were 60 third and fourth grade girls and their mothers, who were divided into 2 experimental groups and a control group. Girls performed three trials in which they completed a task that involved planning a route and a memory task; the first and third trials comprised a pretest and posttest. In the second trial, girls in the experimental groups completed the tasks with their mothers, while girls in the control group worked independently. Mothers in one experimental condition taught their children general task-related skills that the children could use later in another task, while mothers in the other experimental condition taught skills specific to the task. Results revealed that, in a comparison of the posttest with the pretest, children in both experimental conditions showed improved performance, demonstrated and reported more sophisticated strategies and more varied study activities, and demonstrated better metacognitive understanding on both tasks. Children's performance on the posttest was related to their reported and actual use of strategies and their reports of the value of instruction by their mothers. Individual differences in mothers' teaching behavior did not predict improvements in their child's task performance. (MM)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A