Psychology and Neuroscience of Cognition Unit, University of Liège, B-4000 Liège, Belgium; National Fund for Scientific Research (F.R.S.-FNRS), B-1000 Brussels, Belgium.
Psychology and Neuroscience of Cognition Unit, University of Liège, B-4000 Liège, Belgium.
J Exp Child Psychol. 2023 Feb;226:105577. doi: 10.1016/j.jecp.2022.105577. Epub 2022 Nov 3.
After decades of research suggesting that metacognition-that is, processes whereby people monitor and regulate their cognitive performance-did not emerge and is not related to children's performance until late childhood, recent studies have provided evidence that even preverbal infants can access their internal states. The existence of this basic metacognition raises the question of the variables influencing its development at such a young age and whether such early skills could predict successful cognitive performance. The current study had two main goals: (a) exploring the relation between parental metacognitive style and children's early metacognition and (b) determining whether these early metacognitive skills can predict children's memory performance. To this end, 2.5- to 4.5-year-old children (N = 72) and their parents were recruited. To assess parental metacognitive style, parent-child dyads were invited to participate in a 15-min session during which they played memory games. The parents' speech during this session was later coded for metacognitive content. Children's memory was assessed using cued recall and recognition tests. During one of these recognition tests, participants had the opportunity to ask for a cue to help them decide whether their response was correct (i.e., metacognitive measure). Results revealed that parental metacognitive style predicted both children's metacognitive accuracy and memory performance. Interestingly, a mediation effect of children's metacognitive skills on the relation between parental style and memory performance was found. These findings suggest that environmental factors such as parental metacognitive style are related to children's early metacognition, which in turn is linked to children's memory development.
经过几十年的研究表明，元认知——即人们监控和调节其认知表现的过程——直到儿童晚期才出现，并且与儿童的表现无关，但最近的研究提供了证据，表明即使是前语言婴儿也可以访问他们的内部状态。这种基本元认知的存在提出了一个问题，即在如此年幼的年龄，哪些变量会影响其发展，以及这些早期技能是否可以预测成功的认知表现。本研究有两个主要目标：(a) 探索父母元认知风格与儿童早期元认知之间的关系；(b) 确定这些早期元认知技能是否可以预测儿童的记忆表现。为此，研究招募了 2.5 至 4.5 岁的儿童（N=72）及其父母。为了评估父母的元认知风格，邀请亲子二人组参加一个 15 分钟的游戏记忆游戏。在此期间，父母的讲话会被记录下来，以便进行元认知内容的编码。儿童的记忆是通过提示回忆和识别测试来评估的。在其中一个识别测试中，参与者有机会请求提示以帮助他们确定自己的回答是否正确（即元认知测量）。结果表明，父母的元认知风格预测了儿童的元认知准确性和记忆表现。有趣的是，发现儿童的元认知技能在父母风格与记忆表现之间的关系中存在中介效应。这些发现表明，环境因素（如父母的元认知风格）与儿童的早期元认知有关，而元认知又与儿童的记忆发展有关。
