Cited by 21Child and Animal Learning DevelopmentEarly Childhood Education and DevelopmentMemory Processes and Influences

What I know and what you know: The role of metacognitive strategies in preschoolers’ selective social learning

Resendes, Tiffany, Benchimol-Elkaim, Brandon, Delisle, Catherine, René, Jean-Louis, Poulin-Dubois, Diane·2021·Cognitive Development

Integrity signals

Registry

Crossref · 10.1016/j.cogdev.2021.101117

Cites

96 of 96 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Claims the paper makes

We couldn’t retrieve this paper’s full text, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

Cites

Flagged first, then by citations

1 of the 97 references couldn’t be matched to a known paper.

Cited by

Sorted by citations

Authors
Resendes, T., Benchimol-Elkaim, B., Delisle, C., René, J.-L., & Poulin-Dubois, D.
Affiliations
Concordia University (CA)
Corresponding author
Resendes, Tiffany
Venue
Cognitive Development
Publisher
Elsevier BV
Published
2021-10
Volume
60
Pages
101117
ISSN
0885-2014 (ISSN-L)
OpenAlex
W3114193610
Cited by
21
References
97
Citations by year
2026: 4 · 2025: 4 · 2024: 3 · 2023: 7 · 2022: 3
FWCI
4.26
Type
journal article
Language
en
Open access
closed
Locations
  • Cognitive Development (publishedVersion)
  • Spectrum Research Repository (Concordia University) (acceptedVersion)
Funders
  • Fonds de Recherche du Québec-Société et Culture (2020-B1Z-273803)
  • Social Sciences and Humanities Research Council of Canada (435-2017-0564)
Topics
  • Social Sciences › Psychology › Developmental and Educational Psychology › Child and Animal Learning Development
  • Social Sciences › Education › Early Childhood Education and Development
  • Life Sciences › Neuroscience › Cognitive Neuroscience › Memory Processes and Influences
Keywords
metacognition, metacognitive monitoring, metacognitive regulation, theory of mind, preschool children, information seeking, paired-associate learning, learning strategies

About these checks

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.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review