Precursors of metamemory in young children: the role of theory of mind and metacognitive vocabulary |
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| Authors: | Kathrin Lockl Wolfgang Schneider |
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| Institution: | (1) Department of Psychology, University of Bamberg, Markusplatz 3, D–96045 Bamberg, Germany;(2) Department of Psychology, University of Würzburg, Wittelsbacherplatz 1, D–97074 Würzburg, Germany |
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| Abstract: | This paper describes findings of a longitudinal study that was carried out to examine relationships among different aspects
of young children's cognitive development, namely, theory of mind, metacognitive vocabulary, and metamemory, which seem theoretically
connected but so far have not been studied simultaneously. In total, 174 children were included in the present analyses who
were about 4;6 years of age at the first measurement point. Children were tested at four time points, separated by a testing
interval of approximately half a year. At the first time of testing, children completed a set of theory of mind tasks. At
each of the following measurement points, measures of metacognitive vocabulary and general vocabulary as well as metamemory
were given. Overall, the findings show that theory of mind performance assessed at the age of 4;6 predicts metacognitive knowledge
assessed about one and a half years later. Furthermore, they point to a reciprocal relationship between metacognitive vocabulary
and metamemory in that comprehension of metacognitive vocabulary predicted later metamemory and, conversely, metamemory significantly
predicted later comprehension of metacognitive verbs.
This research was supported by a grant from the German Research Foundation (SCHN 315 /20–7) to the German Research Group on
Cognitive Development. |
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| Keywords: | Longitudinal study Metacognitive knowledge Metacognitive vocabulary Young children Theory of mind |
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