The relationships among executive functions, metacognitive skills and educational achievement in 5 and 7 year-old children
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Previous research provided correlational evidence that inhibition might serve as a prerequisite of monitoring skills in young children.
“Previous research provided correlational evidence that inhibition might serve as a prerequisite of monitoring skills in young children (Bryce et al., 2015;Kälin & Roebers, 2020).”
From Longitudinal associations between executive functions and metacognitive monitoring in 5- to 8-year-olds (2022) · cites this paper as Bryce et al., 2015
Inhibitory control, but not working memory, is significantly correlated with the rate of metacognitive monitoring behavior in 5- and 7-year-old children.
“Results showed that inhibitory control but not working memory was significantly correlated with the rate of metacognitive monitoring behavior.”
From Longitudinal associations between executive functions and metacognitive monitoring in 5- to 8-year-olds (2022) · cites this paper as Bryce et al., (2015)
Previous research with young children suggests that inhibition may be a prerequisite for monitoring skills.
“Previous research with young children suggests that inhibition may be a prerequisite for monitoring skills.”
From Longitudinal associations between executive functions and metacognitive monitoring in 5- to 8-year-olds (2022) · cites this paper as Bryce et al., 2015
Bryce et al. (2015) found no significant link between working memory and monitoring.
“This is in line with Bryce et al., (2015) 's crosssectional study, finding no significant link between working memory and monitoring.”
From Longitudinal associations between executive functions and metacognitive monitoring in 5- to 8-year-olds (2022) · cites this paper as Bryce et al., 2015
Previous studies either did not include a shifting measure or used a composite score for EF.
“Regarding the relation between shifting and MC, there is not much known since previous studies either did not include a shifting measure (Bryce et al., 2015) or used a composite score for EF (Destan & Roebers, 2015;Marulis & Nelson, 2021).”
From Longitudinal associations between executive functions and metacognitive monitoring in 5- to 8-year-olds (2022) · cites this paper as Bryce et al., 2015
Research with young children so far suggests a link between working memory and metacognitive control, but not monitoring.
“One possible reason could be that research with young children so far suggests a link between working memory and metacognitive control (Bryce et al., 2015;Spiess et al., 2016), but not monitoring.”
From Longitudinal associations between executive functions and metacognitive monitoring in 5- to 8-year-olds (2022) · cites this paper as Bryce et al., 2015
Cites
Miyake, A., Friedman, N. P., Emerson, M. J., Witzki, A. H., Howerter, A., & Wager, T. D. (2000) · Cognitive Psychology · doi:10.1006/cogp.1999.0734 · Cited by 15,798 · see citing works
Zimmerman, B. J. (2000) · Handbook of Self-Regulation · doi:10.1016/b978-012109890-2/50031-7 · Cited by 6,069 · see citing works
Miyake, A., & Friedman, N. P. (2012) · Current Directions in Psychological Science · doi:10.1177/0963721411429458 · Cited by 3,944 · see citing works
Blair, C., & Razza, R. P. (2007) · Child Development · doi:10.1111/j.1467-8624.2007.01019.x · Cited by 3,140 · see citing works
Executive functions and self-regulation
Hofmann, W., Schmeichel, B. J., & Baddeley, A. D. (2012) · Trends in Cognitive Sciences · doi:10.1016/j.tics.2012.01.006 · Cited by 1,965 · see citing works
Best, J. R., Miller, P. H., & Naglieri, J. A. (2011) · Learning and Individual Differences · doi:10.1016/j.lindif.2011.01.007 · Cited by 1,294 · see citing works
Immature Frontal Lobe Contributions to Cognitive Control in Children
Bunge, S. A., Dudukovic, N. M., Thomason, M. E., Vaidya, C. J., & Gabrieli, J. D. E. (2002) · Neuron · doi:10.1016/s0896-6273(01)00583-9 · Cited by 1,291 · see citing works
Dignath, C., & Büttner, G. (2008) · Metacognition and Learning · doi:10.1007/s11409-008-9029-x · Cited by 1,085 · see citing works
How can primary school students learn self-regulated learning strategies most effectively?
Dignath, C., Buettner, G., & Langfeldt, H.-P. (2008) · Educational Research Review · doi:10.1016/j.edurev.2008.02.003 · Cited by 903 · see citing works
Intelligence and the Frontal Lobe: The Organization of Goal-Directed Behavior
Duncan, J., Emslie, H., Williams, P., Johnson, R., & Freer, C. (1996) · Cognitive Psychology · doi:10.1006/cogp.1996.0008 · Cited by 902 · see citing works
Roebers, C. M., Cimeli, P., Röthlisberger, M., & Neuenschwander, R. (2012) · Metacognition and Learning · doi:10.1007/s11409-012-9089-9 · Cited by 183 · see citing works
Pino-Pasternak, D., Whitebread, D., & Tolmie, A. (2010) · Cognition and Instruction · doi:10.1080/07370008.2010.490494 · Cited by 66 · see citing works
Self-citation
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Kälin, S., & Roebers, C. M. (2022) · Metacognition and Learning · doi:10.1007/s11409-022-09306-x · Cited by 27 · see citing works
- Authors
- Bryce, D., Whitebread, D., & Szűcs, D.
- Venue
- Metacognition and Learning
- Published
- 2014-07-09
- Volume
- 10
- Issue
- 2
- Pages
- 181-198
- ISSN
- 1556-1623
- 1556-1631
- Cited by
- 137
- References
- 12
- Language
- en
- Licence
- www.springer.com/tdm (tdm)
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Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
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