Involvement of Executive Functions in Children's Metamemory

Applied Cognitive Psychology

Volumn 30, Issue 1, 2016, Pages 70-80

  Geurten, Marie ^a   Catale, Corinne ^a   Meulemans, Thierry ^a  

^a UNIVERSITY OF LIÈGE   (Belgium)

Author keywords

[No Author keywords available]

Indexed keywords

AGE; ARTICLE; CHILD; CONTROLLED STUDY; EDUCATION; EXECUTIVE FUNCTION; FEMALE; GROUPS BY AGE; HUMAN; HUMAN EXPERIMENT; INTELLIGENCE; LEARNING THEORY; LINGUISTICS; MALE; MENTAL DEVELOPMENT; METAMEMORY; NORMAL HUMAN; PRESCHOOL CHILD; PRIORITY JOURNAL; SCHOOL CHILD; TASK PERFORMANCE; VERBALIZATION; WORKING MEMORY;

EID: 84955215370     PISSN: 08884080     EISSN: 10990720     Source Type: Journal    
DOI: 10.1002/acp.3168     Document Type: Article

References (55)

1. Antshel, K. M., & Nastasi, R. (2008). Metamemory development in preschool children with ADHD. Journal of Applied Developmental Psychology, 29, 403-411. DOI:10.1016/j.appdev.2008.06.007.
2. Archibald, S. J., & Kerns, K. A. (1999). Identification and description of new tests of executive functioning in children. Child Neuropsychology, 5, 115-129. DOI:10.1076/chin.5.2.115.3167.
3. Bebko, J. M., McMorris, C. A., Metcalfe, A., Ricciuti, C., & Goldstein, G. (2014). Language proficiency and metacognition as predictors of spontaneous rehearsal in children. Canadian Journal of Experimental Psychology, 68, 46-58. DOI:10.1037/cep0000013.
4. Benson, J. E., Sabbagh, M. A., Carlson, S. M., & Zelazo, P. D. (2013). Individual differences in executive functioning predict preschoolers' improvement from theory-of-mind training. Developmental Psychology, 49, 1615-1627. DOI:10.1037/a0031056.
5. Best, J. R., & Miller, P. H. (2010). A developmental perspective on executive function. Child Development, 81, 1641-1660. DOI:10.1111/j.1467-8624.2010.01499.x.
6. Catale, C., Lejeune, C., Schmitz, X., & Meulemans, T. (2014). Validation d'un test d'inhibition auprès d'enfants présentant un trouble deficitaire de l'attention avec ou sans hyperactivité. Canadian Journal of Behavioural Science/Revue canadienne des sciences du comportement, 46, 66-72. DOI:10.1037/a0031006.
7. Coffman, J. L., Ornstein, P. A., McCall, L. E., & Curran, P. J. (2008). Linking teachers' memory-relevant language and the development of children's memory skills. Developmental Psychology, 44, 1640-1654. DOI:10.1037/a0013859.
8. Cragg, L., & Nation, K. (2007). Self-ordered pointing as a test of working memory in typically developing children. Memory, 15, 526-535. DOI:10.1080/09658210701390750.
9. Cutting, A. L., & Dunn, J. (1999). Theory of mind, emotion understanding, language, and family background: Individual differences and interrelations. Child Development, 70, 853-865. DOI:10.1111/1467-8624.00061.
10. DeMarie, D., Miller, P. H., Ferron, J., & Cunningham, W. R. (2004). Path analysis tests of theoretical models of children's memory performance. Journal of Cognition and Development, 5, 461-492. DOI:10.1207/s15327647jcd0504_4.
11. Diamond, A., Barnett, W. S., Thomas, J., & Munro, S. (2007). Preschool program improves cognitive control. Science, 318, 1387-1388. DOI:10.1126/science.1151148.
12. Drewe, E. (1975). Go-no go learning after frontal lobe lesions in humans. Cortex, 11, 8-16.
13. Dunn, L. M., Thériault-Whalen, C. M., & Dunn, L. M. (1993). Échelle de vocabulaire en images Peabody. Toronto, ON: PSYCAN.
14. Fernandez-Duque, D., Baird, J. A., & Posner, M. I. (2000). Executive attention and metacognitive regulation. Consciousness and Cognition, 9, 288-307. DOI:10.1006/ccog.2000.0447.
15. Fritz, K., Howie, P., & Kleitman, S. (2010). "How do I remember when I got my dog?" The structure and development of children's metamemory. Metacognition and Learning, 5, 207-228. DOI:10.1007/s11409-010-9058-0.
16. Garon, N., Bryson, S. E., & Smith, I. M. (2008). Executive function in preschoolers: A review using an integrative framework. Psychological Bulletin, 134, 31-60.
17. Geurten, M., Catale, C., & Meulemans, T. (2015). When children's knowledge of memory improves children's performance in memory. Applied Cognitive Psychology, 29, 244-252. DOI:10.1002/acp.3102.
18. Geurten, M., Lejeune, C., & Meulemans, T. (2015). Time's up! Involvement of metamemory knowledge, executive function, and time monitoring in children's prospective memory performance. Child Neuropsychology. DOI:10.1080/09297049.2014.998642.
19. Goschke, T., & Bolte, A. (2007). Implicit learning of semantic category sequences: Response-independent acquisition of abstract sequential regularities. Journal of Experimental Psychology Learning Memory and Cognition, 33, 394-406. DOI:10.1037/0278-7393.33.2.394.
20. Grammer, J. K., Purtell, K. M., Coffman, J. L., & Ornstein, P. A. (2011). Relations between children's metamemory and strategic performance: Time-varying covariates in early elementary school. Journal of Experimental Child Psychology, 108, 139-155. DOI:10.1016/j.jecp.2010.08.001.
21. Hodzik, S., & Lemaire, P. (2011). Inhibition and shifting capacities mediate adults' age-related differences in strategy selection and repertoire. Acta Psychologica, 137, 335-344. DOI:10.1016/j.actpsy.2011.04.002.
22. Hutchens, R. L., Kinsella, G. J., Ong, B., Pike, K. E., Parsons, S., Storey, E., & Clare, L. (2012). Knowledge and use of memory strategies in amnestic mild cognitive impairment. Psychology and Aging, 27, 768-777. DOI:10.1037/a0026256.
23. Intons-Peterson, M. J., & Fournier, J. (1986). External and internal memory aids: When and how often do we use them? Journal of Experimental Psychology: General, 115, 267-280. DOI:10.1037/0096-3445.115.3.267.
24. Johnson, C. N., & Wellman, H. M. (1980). Children's developing understanding of mental verbs: Remember, know, and guess. Child Development, 51, 1095-1102. DOI:10.2307/1129549.
25. Joyner, M. H., & Kurtz-Costes, B. (1997). Metamemory development. In N. Cowan (Ed.), The development of memory in childhood (pp. 275-300). Hove, East Sussex, UK: Psychology Press.
26. Justice, E. M. (1989). Preschoolers' knowledge and use of behaviors varying in strategic effectiveness. Merrill-Palmer Quarterly, 35, 363-377.
27. Kinsella, G., Mullaly, E., Rand, E., Ong, B., Burton, C., Price, S., & Storey, E. (2009). Early intervention for mild cognitive impairment: A randomised controlled trial. Journal of Neurology, Neurosurgery and Psychiatry, 80, 730-736. DOI:10.1136/jnnp.2008.148346.
28. Klenberg, L., Korkman, M., & Lahti-Nuuttila, P. (2001). Differential development of attention and executive functions in 3- to 12-year-old Finnish children. Developmental Neuropsychology, 20, 407-428. DOI:10.1207/S15326942DN2001_6.
29. Kreutzer, M. A., Leonard, C., & Flavell, J. H. (1975). An interview study of children's knowledge about memory. Monographs of the Society for Research in Child Development, 40, 1-60. DOI:10.2307/1165955.
30. Kurtz, B. E., Schneider, W., Carr, M., Borkowski, J. G., & Rellinger, E. (1990). Strategy instruction and attributional beliefs in West Germany and the United States: Do teachers foster metacognitive development? Contemporary Educational Psychology, 15, 268-283. DOI:10.1016/0361-476X(90)90024-U.
31. Lockl, K., & Schneider, W. (2006). Precursors of metamemory in young children: The role of theory of mind and metacognitive vocabulary. Metacognition and Learning, 1, 15-31. DOI:10.1007/s11409-006-6585-9.
32. Lovelace, E. A., & Twohig, P. T. (1990). Healthy older adults' perceptions of their memory functioning and use of mnemonics. Bulletin of the Psychonomic Society, 28, 115-118.
33. Lussier, F., Guerin, F., Dufresne, A., & Lassonde, M. (1998). Normative study of executive functions in children: Tower of London. Approche Neuropsychologique des Apprentissages chez l'Enfant, 10, 42-52.
34. Meulemans, T. (2008). La batterie GREFEX. In O. Godefroy & GREFEX (Eds.), Fonctions exécutives et pathologies neurologiques (pp. 217-229). Marseille: Solal.
35. O'Sullivan, J. T. (1993). Preschoolers' beliefs about effort, incentives, and recall. Journal of Experimental Child Psychology, 55, 396-414. DOI:10.1006/jecp.1993.1022.
36. Pears, K. C., & Moses, L. J. (2003). Demographics, parenting, and theory of mind in preschool children. Social Development, 12, 1-19. DOI:10.1111/1467-9507.00219.
37. Petrides, M., & Milner, B. (1982). Deficits on subject-ordered tasks after frontal- and temporal-lobe lesions in man. Neuropsychologia, 20, 249-262. DOI:10.1016/0028-3932%2882%2990100-2.
38. Phelps, E. A., Hyder, F., Blamire, A. M., & Shulman, R. G. (1997). fMRI of the prefrontal cortex during overt verbal fluency. NeuroReport, 8, 561-565. DOI:10.1097/00001756-199701200-00036.
39. Pintrich, P. R. (2002). The role of metacognitive knowledge in learning, teaching, and assessing. Theory Into Practice, 41, 219-225. DOI:10.1207/s15430421tip4104_3.
40. Preacher, K., & Hayes, A. (2008). Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models. Behavior Research Methods, 40, 879-891. DOI:10.3758/BRM.40.3.879.
41. Raaijmakers, M. A., Smidts, D. P., Sergeant, J. A., Maassen, G. H., Posthumus, J. A., van Engeland, H., & Matthys, W. (2008). Executive functions in preschool children with aggressive behavior: Impairments in inhibitory control. Journal of Abnormal Child Psychology, 36, 1097-1107. DOI:10.1007/s10802-008-9235-7.
42. Rossion, B., & Pourtois, G. (2004). Revisiting Snodgrass and Vanderwart's object pictorial set: The role of surface detail in basic-level object recognition. Perception, 33, 217-236. DOI:10.1068/p5117.
43. Santostefano, S. (1988). Cognitive control battery. Los Angeles, CA: Western Psychological Services.
44. Schmitt, N. (1996). Uses and abuses of coefficient alpha. Psychological Assessment, 8, 350-353. DOI:10.1037/1040-3590.8.4.350.
45. Schneider, W. (2008). The development of metacognitive knowledge in children and adolescents: Major trends and implications for education. Mind, Brain, and Education, 2, 114-121. DOI:10.1111/j.1751-228X.2008.00041.x.
46. Schneider, W., Lockl, K., & Fernandez, O. (2005). Interrelationships among theory of mind, executive control, language development, and working memory in young children: A longitudinal analysis. In W. Schneider, R. Schumann-Hengsteler, & B. Sodian (Eds.), Young children's cognitive development: Interrelationships among executive functioning, working memory, verbal ability, and theory of mind (pp. 259-284). Mahwah, NJ: Lawrence Erlbaum Associates.
47. Schryer, E., & Ross, M. (2013). The use and benefits of external memory aids in older and younger adults. Applied Cognitive Psychology, 27, 663-671. DOI:10.1002/acp.2946.
48. Tamm, L., & Juranek, J. (2012). Fluid reasoning deficits in children with ADHD: Evidence from fMRI. Brain Research, 1465, 48-56. DOI:10.1016/j.brainres.2012.05.021.
49. Troyer, A. K., Murphy, K. J., Anderson, N. D., Moscovitch, M., & Craik, F. I. (2008). Changing everyday memory behaviour in amnestic mild cognitive impairment: A randomised controlled trial. Neuropsychological Rehabilitation, 18, 65-88. DOI:10.1080/09602010701409684.
50. Wechsler, D. (2004). Echelle d'intelligence de Wechsler pour la période préscolaire et primaire: WPPSI-III. Paris: Les Editions du Centre de Psychologie Appliquée.
51. Wechsler, D. (2005). Echelle d'intelligence de Wechsler pour enfants: WISC-IV. Paris: Les Editions du Centre de Psychologie Appliquée.
52. Wellman, H. M. (1978). Knowledge of the interaction of memory variables: A developmental study of metamemory. Developmental Psychology, 14, 24-29. DOI:10.1037/0012-1649.14.1.24.
53. Welsh, M. C., Pennington, B. F., & Groisser, D. B. (1991). A normative-developmental study of executive function: A window on prefrontal function in children. Developmental Neuropsychology, 7, 131-149. DOI:10.1080/87565649109540483.
54. Wright, I., Waterman, M., Prescott, H., & Murdoch-Eaton, D. (2003). A new Stroop-like measure of inhibitory function development: Typical developmental trends. Journal of Child Psychology and Psychiatry, 44, 561-575. DOI:10.1111/1469-7610.00145.
55. Zelazo, P. D., Carlson, S. M., & Kesek, A. (2008). Development of executive function in childhood. In C. A. Nelson, & M. Luciana (Eds.), Handbook of developmental cognitive neuroscience (2nd edn, pp. 553 - 574). Cambridge, MA: MIT Press.