Novel metacognitive problem-solving task for 8- to 11-year-old students
University of Cambridge
Faculty of Education
Master of Philosophy (MPhil)
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Patel, J. (2017). Novel metacognitive problem-solving task for 8- to 11-year-old students (Masters thesis). https://doi.org/10.17863/CAM.36091
Metacognition is important for monitoring and regulation of cognitive processes, decision making, problem-solving and learning. Despite the widespread interest in metacognition, measuring metacognition in children poses a significant challenge. Some qualitative and observational measures exist, but they are restricted by the number of components they measure and the sampling size. Some meta-cognition tasks of memory have been developed for children, but these only measure a narrow range of skills involved in metacognition. A novel metacognitive problem-solving task, previously developed by the lab, provides scalable means to holistically measure metacognition. The thesis, developed a new coding scheme, recoded the data and studied the reliability and validity of the novel task by comparing it with demographic variables known to be associated with metacognition and a metamemory task. The results indicate the novel task is reliable and valid. It operationalizes metacognitive measures similarly to a classical metamemory task, suggesting that the new task could be a bridge between existing measures of metacognition in children and adults. The thesis uses the novel task to then explore other broader questions with 182, 8- to 11-year-old students, pertaining to cognitive levels in low socioeconomic status, ethnic-minority students, domain-generality/specificity of metacognition and the association between metacognition and executive-functions. The results indicate that low socioeconomic status, ethnic-minority students have poor cognitive levels and low amounts of cognitive development across the various age groups. The results also suggest metacognitive components to be domain-general in nature and were tapped into by the novel metacognitive problem-solving, metamemory and a complex executive-function tasks. The results provide further evidence for association between metacognition and executive-functions.
metacognitive control, metacognitive monitoring, problem-solving, metacognitive memory, secondary data analysis
Cambridge Society Bombay Scholarship Fund Cambridge Nehru Bursary
This record's DOI: https://doi.org/10.17863/CAM.36091
All rights reserved, All Rights Reserved, Sample zoo map (p 48). ©2013 University of Cambridge (Michelle Ellefson, Zewelanji Serpell, Teresa Parr), used with permission from the Mind Match Chess Project. Sample memory-task image representation (p 50). ©2012 University of Cambridge (Michelle Ellefson, Zewelanji Serpell, Teresa Parr), used with permission from the Mind Match Chess Project; pictures taken from http://instructlab.educ.cam.ac.uk/thinkinggames/. 8 disc-tasks (p 52). ©2012 University of Cambridge (Michelle Ellefson, Zewelanji Serpell, Teresa Parr), used with permission from the Mind Match Chess Project; pictures taken from http://instructlab.educ.cam.ac.uk/thinkinggames/.
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