Kolloff Kristin, Ger Ebru, Roebers Claudia M
Department of Developmental Psychology, Institute of Psychology, University of Bern, Bern, Switzerland.
Metacogn Learn. 2025;20(1):20. doi: 10.1007/s11409-025-09422-4. Epub 2025 Jun 5.
This study explored the effects of metacognitive training on 6-year-old kindergarteners, focusing on (a) enhancing metacognitive monitoring accuracy through feedback, and (b) examining whether children use choice latency as a valid cue for their monitoring judgments (cue utilization). A total of 214 children were assigned to one of three groups: performance feedback, monitoring feedback, and an active control. They completed 12 training sessions and were tested before and after the training with memory learning tasks. Results showed that neither feedback type improved monitoring accuracy. However, choice latency was confirmed as a valid cue that children use in their confidence judgments. Despite repeated feedback, there was no observable integration of this feedback into future monitoring judgments. The study discusses both the theoretical and practical implications of these findings, highlighting the children's cue utilization and suggesting avenues for future research.
The online version contains supplementary material available at 10.1007/s11409-025-09422-4.
本研究探讨了元认知训练对6岁幼儿园儿童的影响，重点在于：（a）通过反馈提高元认知监测准确性，以及（b）检验儿童是否将选择潜伏期作为其监测判断的有效线索（线索利用）。总共214名儿童被分配到三组中的一组：表现反馈组、监测反馈组和积极对照组。他们完成了12次训练课程，并在训练前后用记忆学习任务进行测试。结果表明，两种反馈类型均未提高监测准确性。然而，选择潜伏期被确认为儿童在信心判断中使用的有效线索。尽管有反复反馈，但未观察到这种反馈融入到未来的监测判断中。该研究讨论了这些发现的理论和实践意义，强调了儿童的线索利用，并为未来研究提出了方向。
在线版本包含可在10.1007/s11409-025-09422-4获取的补充材料。
