NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ827762
Record Type: Journal
Publication Date: 2009-Apr
Pages: 15
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-1556-1623
The Assessment of Meta-Cognition in Different Contexts: Individualized vs. Peer Assisted Learning
Shamir, Adina; Mevarech, Zemira R.; Gida, Carmit
Metacognition and Learning, v4 n1 p47-61 Apr 2009
This study investigated the effectiveness of assessing young children's meta-cognition in different contexts (i.e., individual learning (IL), peer assisted learning (PAL) and self-reports). Additionally, the contributions of declarative and procedural meta-cognition in IL and PAL, TOM and language ability on children's cognitive performance (recalling a series of pictures) were examined. Sixty-four 4-5-year-old children (M = 5.14; SD = 0.72), randomly selected from two Israeli kindergartens, participated in the study. Children were first asked in an individualized setting to recall a series of nine pictures; they were then asked (self-report) to tell the interviewer how they tried to recall the pictures. Finally, they were asked to assist a peer in recalling the pictures in a PAL situation. All the children's verbal and non-verbal behaviors were coded and analyzed. In addition, the children's language ability and Theory of Mind (TOM) were assessed. The findings indicated significant differences between children's declarative (self-report) and procedural meta-cognitive behavior in IL and PAL. Procedural meta-cognition in PAL and TOM predicted cognitive performance even when procedural meta-cognition in IL, declarative meta-cognition and language ability were controlled for. The findings are discussed in light of recent research on meta-cognition in young children.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Early Childhood Education; Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Israel