The Development of Metacognitive Knowledge in Children and Adolescents: Major Trends and Implications for Education
The Development of Metacognitive Knowledge in Children and Adolescents: Major Trends and Implications for Education
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儿童和青少年元认知知识的发展：主要趋势和对教育的启示
DOI：
10.1111/j.1751-228x.2008.00041.x
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发表时间：
2008
期刊：
影响因子：
--
通讯作者：
W. Schneider
中科院分区：
文献类型：
--
作者：
W. Schneider
本文综述了儿童青少年元认知研究的发展趋势。第一波研究集中于对学龄儿童和青少年陈述性和程序性元认知知识的评估，而第二波研究则集中于幼儿的“心理理论“（ToM）。最近的纵向研究的结果表明，早期的ToM和随后的陈述性元认知知识，主要是介导的语言能力之间的发展联系。相关文献进一步表明，陈述性和程序性元认知知识的发展趋势明显不同。陈述性元认知知识的发现显示出儿童期和青少年期的稳步提高，这主要是由于策略知识的增加，而程序性元认知的结果则不那么明确。元认知的这一组成部分的年龄趋势对自我控制活动是显著的，但对监控能力并不明显。这些发现对教育具有重要意义，强调了策略培训程序在不同教学领域中的作用，并说明了教师对改善监控过程的潜在影响。
This article gives an overview of developmen- tal trends in research on metacognition in children and adolescents. Whereas a fi rst wave of studies focused on the assessment of declarative and procedural metacognitive knowledge in schoolchildren and adolescents, a second wave focused on very young children ' s " theory of mind " (ToM). Findings from a recent longitudinal study are presented that demonstrate developmental links between early ToM and subsequent declarative metacognitive knowledge, mainly mediated by language competencies. The relevant literature further indicates that developmental trends in declarative and procedural metacognitive knowledge clearly differ. Whereas the fi ndings for declarative metacognitive knowl- edge show steady improvement through childhood and adolescence, mainly due to increases in knowledge about strategies, the results are not similarly clear-cut for procedur- al metacognition. Age trends observed for this component of metacognition are signifi cant for self-control activities but not pronounced for monitoring abilities. These fi ndings have important implications for education, emphasizing the role of strategy training procedures in different instructional domains and illustrating teachers ' potential impact on the improvement of monitoring and control processes.