Conceptualizing and Assessing Metacognitive Development in Young Children.
dc.contributor.author | Marulis, Loren Marie | en_US |
dc.date.accessioned | 2014-10-13T18:18:26Z | |
dc.date.available | NO_RESTRICTION | en_US |
dc.date.available | 2014-10-13T18:18:26Z | |
dc.date.issued | 2014 | en_US |
dc.date.submitted | 2014 | en_US |
dc.identifier.uri | https://hdl.handle.net/2027.42/108721 | |
dc.description.abstract | Though metacognition—the knowledge, monitoring and regulation of cognition—is strongly associated with learning and academic success, it has rarely been studied in early childhood when it is most likely to affect subsequent developmental and academic trajectories. A series of three studies examined metacognition at this important age (n = 125 preschoolers). Study 1 demonstrated that preschoolers were able to articulate their metacognition related to a meaningful task and, as predicted, showed significant growth over a school year. In Study 2, the convergent validity between two measures of preschoolers' metacognition was examined. Findings indicated that, while there was some overlap across components of metacognition, there were substantial unique elements left to examine. Moreover, SES moderated these associations. In Study 3, the facilitation of emerging metacognitive processes was examined using a Dynamic Assessment intervention. Children who received the metacognitive intervention obtained significant gains on metacognitive strategies and knowledge as well as cognition skills (memory) whereas the children in the comparison group did not. Some individual differences were found related to executive functioning and expressive vocabulary as well as SES. Importantly, children with higher metacognitive skills had higher pre-academic achievement regardless of SES status. Results from multiple methods in this series of programmatically linked studies will contribute in critical ways to psychological and educational theory by explicating this critical developmental capacity and its importance to learning and academic success. Notably, findings from this program of research will also inform the design and implementation of effective interventions to accelerate the learning and academic achievement of young children, particularly those at risk for learning difficulties. | en_US |
dc.language.iso | en_US | en_US |
dc.subject | Early Childhood Learning | en_US |
dc.subject | Metacognition | en_US |
dc.subject | Metacognitive Knowledge | en_US |
dc.subject | Assessment; Dynamic Assessment | en_US |
dc.subject | Observation and Interviewing Young Children | en_US |
dc.subject | SES Achievement Gap | en_US |
dc.title | Conceptualizing and Assessing Metacognitive Development in Young Children. | en_US |
dc.type | Thesis | en_US |
dc.description.thesisdegreename | PhD | en_US |
dc.description.thesisdegreediscipline | Education & Psychology | en_US |
dc.description.thesisdegreegrantor | University of Michigan, Horace H. Rackham School of Graduate Studies | en_US |
dc.contributor.committeemember | Palincsar, Annemarie Sullivan | en_US |
dc.contributor.committeemember | Karabenick, Stuart A. | en_US |
dc.contributor.committeemember | Gelman, Susan A. | en_US |
dc.contributor.committeemember | Whitebread, David George | en_US |
dc.subject.hlbsecondlevel | Education | en_US |
dc.subject.hlbsecondlevel | Psychology | en_US |
dc.subject.hlbtoplevel | Social Sciences | en_US |
dc.description.bitstreamurl | http://deepblue.lib.umich.edu/bitstream/2027.42/108721/1/marulisl_1.pdf | |
dc.owningcollname | Dissertations and Theses (Ph.D. and Master's) |
Files in this item
Remediation of Harmful Language
The University of Michigan Library aims to describe library materials in a way that respects the people and communities who create, use, and are represented in our collections. Report harmful or offensive language in catalog records, finding aids, or elsewhere in our collections anonymously through our metadata feedback form. More information at Remediation of Harmful Language.
Accessibility
If you are unable to use this file in its current format, please select the Contact Us link and we can modify it to make it more accessible to you.