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Metacognitive Monitoring of Executive Control Engagement During Childhood

Chevalier, Nicolas, Blaye, Agnès·2016·Child Development
DOI 10.1111/cdev.12537
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Abstract

Emerging executive control supports greater autonomy and increasingly adaptive behavior during childhood. The present study addressed whether children's greater monitoring of how they engage control drives executive control development. Gaze position was recorded while twenty-five 6-year-olds and twenty-eight 10-year-olds performed a self-paced task-switching paradigm in which they could proactively prepare for the next task for as long as they wanted before completing it. Gaze trajectories and performance showed that younger children were less well prepared than older children when they triggered the target, even though they could have taken longer to fully prepare. With age, children better monitor how they engage control, highlighting the contribution of metacognitive processes to executive control development.

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  • Chevalier & Blaye (2016) found that 6-year-olds often triggered the target before they were fully prepared to process it efficiently, resulting in poorer task performance compared to 10-year-olds.

    “Examining children's monitoring by looking at preparation times during an EF task, Chevalier & Blaye (2016) found that 6-year-olds often triggered the target before they were fully prepared to process it efficiently, resulting in poorer task performance compared to 10-year-olds.”

    From Longitudinal associations between executive functions and metacognitive monitoring in 5- to 8-year-olds (2022) · cites this paper as Chevalier & Blaye (2016)

  • The authors interpreted their findings in that EF development is partly driven by increased monitoring skills.

    “The authors interpreted their findings in that EF development is partly driven by increased monitoring skills.”

    From Longitudinal associations between executive functions and metacognitive monitoring in 5- to 8-year-olds (2022) · cites this paper as Chevalier & Blaye (2016)

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Cited by

Sorted by citations

Authors
Chevalier, N., & Blaye, A.
Venue
Child Development
Publisher
Oxford University Press (OUP)
Published
2016-07-01
Volume
87
Issue
4
Pages
1264-1276
ISSN
  • 0009-3920
  • 1467-8624
DOI
10.1111/cdev.12537
Cited by
58
References
2
Language
en
Licence
Funders
  • Agence Nationale de la Recherche to Agnès Blaye (ANR-10-BLAN-1908-01-ANAFONEX)
  • Agence Nationale de la Recherche (ANR‐10‐BLAN‐1908‐01‐ANAFONEX)

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