Liu Yan, Su Yanjie, Xu Guoqing, Pei Meng
School of Psychological and Cognitive Sciences and Beijing Key Laboratory of Behavior and Mental Health, Peking University, Beijing 100871, People's Republic of China; School of Psychology, Liaoning Normal University, Dalian 116029, People's Republic of China; Liaoning Collaborative Innovation Center of Children and Adolescents Healthy Personality Assessment and Cultivation, Dalian 116029, People's Republic of China.
School of Psychological and Cognitive Sciences and Beijing Key Laboratory of Behavior and Mental Health, Peking University, Beijing 100871, People's Republic of China.
J Exp Child Psychol. 2018 Feb;166:34-48. doi: 10.1016/j.jecp.2017.06.014. Epub 2017 Aug 31.
Recent research on comparative metacognition shows that animals, like humans, can differentiate between what they know and what they do not know. However, not much is known about the metacognitive behaviors of human children during their early years. To explore the emergence of memory-monitoring skills, two experiments were conducted using nonverbal tasks adapted from the work of Kornell, Son, and Terrace (2007) and Hampton (2001). Experiment 1 endeavored to determine when children began to show the ability to monitor their memories retrospectively. Experiment 2 aimed to reveal when young children knew what they knew by assessing their prospective monitoring. The results suggested that 4- to 5-year-olds had the ability to judge retrospectively their accuracy in a serial position task, whereas 3- to 4-year-olds did not. In contrast, 4.5- to 5-year-olds could discern items present in and absent from their memory before recognition, whereas 4- to 4.5-year-olds could not. In conclusion, 4-year-olds began to make accurate confidence judgments retrospectively, and children who are approximately 4.5years old began to demonstrate prospective memory-monitoring skills.
近期关于比较元认知的研究表明，动物和人类一样，能够区分自己知道什么和不知道什么。然而，对于人类儿童早年的元认知行为，我们了解得并不多。为了探究记忆监控技能的出现，我们进行了两项实验，采用了改编自科内尔、孙和 Terrace（2007 年）以及汉普顿（2001 年）研究的非语言任务。实验 1 致力于确定儿童何时开始表现出回顾性地监控自己记忆的能力。实验 2 旨在通过评估儿童的前瞻性监控来揭示幼儿何时知道自己知道什么。结果表明，4 至 5 岁的儿童有能力在序列位置任务中回顾性地判断自己的准确性，而 3 至 4 岁的儿童则没有。相比之下，4.5 至 5 岁的儿童在识别之前能够辨别记忆中存在和不存在的项目，而 4 至 4.5 岁的儿童则不能。总之，4 岁的儿童开始能够回顾性地做出准确的信心判断，而大约 4.5 岁的儿童开始表现出前瞻性记忆监控技能。
