Normandeau S
Université de Moncton.
Can J Psychol. 1992 Mar;46(1):117-37.
This study examines the interaction between the development of cognitive strategies and self-monitoring abilities in children aged 8 to 14. Children were tested individually on eight proportionality problems presented with the balance-scale task. Cognitive development was assessed by the strategy used and the performance on each problem. The indicators of self-monitoring were: latencies before and after the solution of a problem, self-evaluation of one's ability to make the balance scale stay level, proportion of oriented moves on the balance scale, and persistence on a problem. Children's self-monitoring reactions to failure were assessed by changes in strategies, verbal explanations, self-evaluation of performance, and latencies. Results showed an interaction between the complexity of the items and cognitive level. On more complex items, children of lower cognitive levels had shorter latencies, made more (but less oriented) moves on the balance scale, persisted less in their activity, and had more difficulty to evaluate properly their performance. Following failure, children of lower cognitive levels did a less accurate evaluation of their performance, modified their strategy, and did not change their verbal justification, whereas children of higher cognitive levels did a good evaluation of their performance, did not change their strategy, and had the tendency to change their verbal justification. Following failure, all children took less time planning their activity. The results suggest that self-monitoring abilities develop according to the development of cognitive strategies and are mediated by the complexity of the task.
本研究考察了8至14岁儿童认知策略发展与自我监控能力之间的相互作用。让儿童单独完成八项呈现为平衡秤任务的比例问题测试。通过使用的策略和每个问题的表现来评估认知发展。自我监控的指标包括：解决问题前后的反应时间、对使平衡秤保持平衡能力的自我评估、在平衡秤上定向移动的比例以及对一个问题的坚持程度。通过策略变化、口头解释、对表现的自我评估和反应时间来评估儿童对失败的自我监控反应。结果显示项目复杂性与认知水平之间存在相互作用。在更复杂的项目上，认知水平较低的儿童反应时间较短，在平衡秤上移动更多（但定向性较差），活动坚持性较低，并且更难正确评估自己的表现。失败后，认知水平较低的儿童对自己表现的评估不太准确，会修改策略，且不改变口头理由，而认知水平较高的儿童对自己的表现评估良好，不改变策略，且有改变口头理由的倾向。失败后，所有儿童在计划活动时花费的时间都减少了。结果表明，自我监控能力随着认知策略的发展而发展，并受任务复杂性的调节。
