Metacognitive components as predictors of preschool children's performance in problem-solving tasks

被引：9
|
作者：
Maric, Mia [1 ]
Sakac, Marija [1 ]
机构：
[1] Univ Novi Sad, Fac Educ Sombor, Novi Sad, Serbia
来源：
PSIHOLOGIJA | 2018年 / 51卷 / 01期
关键词：
metacognition; cognitive monitoring; problem solving; preschoolers; KNOWLEDGE;
D O I：
10.2298/PSI161123007M
中图分类号：
B84 [心理学];
学科分类号：
04 ; 0402 ;
摘要：
The aim of the study was to examine the relation between metacognitive components, declarative and procedural metacognitive knowledge and cognitive regulation, and preschool children's performance in different problem solving tasks - hidden pictures, classifying and sorting, the same and the different, estimation, patterns, dot-to-dot, mazes and memory tasks. The sample consisted of 347 preschool children aged 3-6. The results showed that children with highly developed metacognitive abilities, declarative and procedural metacognitive knowledge, cognitive monitoring and self-regulation of cognitive strategies, were more successful and efficient in resolving problem tasks. This relation was stronger in older children and in more complex tasks.
引用
收藏
页码：1 / 16
页数：16
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