메뉴 건너뛰기




Volumn 45, Issue , 2017, Pages 31-51

Executive function and metacognition: Towards a unifying framework of cognitive self-regulation

Author keywords

Development; Executive function; Metacognition; Review

Indexed keywords

ACADEMIC ACHIEVEMENT; AUTOREGULATION; COGNITIVE DEVELOPMENT; EXECUTIVE FUNCTION; HUMAN; HUMAN EXPERIMENT; INTELLIGENCE; METACOGNITION; MONITORING; NEGLECT;

EID: 85018305669     PISSN: 02732297     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.dr.2017.04.001     Document Type: Review
Times cited : (263)

References (229)
  • 1
    • 67349159164 scopus 로고    scopus 로고
    • Executive functions and the frontal lobes: A lifespan perspective
    • Psychology Press New York, NY
    • Anderson, V., Jacobs, R., Anderson, P.J., Executive functions and the frontal lobes: A lifespan perspective. 2008, Psychology Press, New York, NY.
    • (2008)
    • Anderson, V.1    Jacobs, R.2    Anderson, P.J.3
  • 2
    • 0032827458 scopus 로고    scopus 로고
    • Identification and description of new tests of executive functioning in children
    • Archibald, S.J., Kerns, K.A., Identification and description of new tests of executive functioning in children. Child Neuropsychology 5 (1999), 115–129.
    • (1999) Child Neuropsychology , vol.5 , pp. 115-129
    • Archibald, S.J.1    Kerns, K.A.2
  • 3
    • 0002347535 scopus 로고    scopus 로고
    • Short-term and working memory
    • E. Tulving F. Craik Oxford University Press Oxford, England
    • Baddeley, A.D., Short-term and working memory. Tulving, E., Craik, F., (eds.) The Oxford handbook of memory, 2000, Oxford University Press, Oxford, England.
    • (2000) The Oxford handbook of memory
    • Baddeley, A.D.1
  • 4
    • 49549103061 scopus 로고    scopus 로고
    • Three-year-old children can access their own memory to guide responses on a visual matching task
    • Balcomb, F.K., Gerken, L., Three-year-old children can access their own memory to guide responses on a visual matching task. Developmental Science 11 (2008), 750–760.
    • (2008) Developmental Science , vol.11 , pp. 750-760
    • Balcomb, F.K.1    Gerken, L.2
  • 6
    • 0030638716 scopus 로고    scopus 로고
    • Behavioral inhibition, sustained attention, and executive functions: Constructing a unifying theory of ADHD
    • Barkley, R.A., Behavioral inhibition, sustained attention, and executive functions: Constructing a unifying theory of ADHD. Psychological Bulletin 121 (1997), 65–94.
    • (1997) Psychological Bulletin , vol.121 , pp. 65-94
    • Barkley, R.A.1
  • 8
    • 84950293459 scopus 로고    scopus 로고
    • Procedural metacognition and false belief understanding in 3- to 5-year old children
    • Bernard, S., Proust, J., Clément, F., Procedural metacognition and false belief understanding in 3- to 5-year old children. PLoS One 10 (2015), 1–12.
    • (2015) PLoS One , vol.10 , pp. 1-12
    • Bernard, S.1    Proust, J.2    Clément, F.3
  • 9
    • 84855977002 scopus 로고    scopus 로고
    • Social factors in the development of early executive functioning: A closer look at the caregiving environment
    • Bernier, A., Carlson, S.M., Deschênes, M., Matte-Gagné, C., Social factors in the development of early executive functioning: A closer look at the caregiving environment. Developmental Science 15 (2012), 12–24.
    • (2012) Developmental Science , vol.15 , pp. 12-24
    • Bernier, A.1    Carlson, S.M.2    Deschênes, M.3    Matte-Gagné, C.4
  • 10
    • 76749112135 scopus 로고    scopus 로고
    • From external regulation to self-regulation: Early parenting precursors of young children's executive functioning
    • Bernier, A., Carlson, S.M., Whipple, N., From external regulation to self-regulation: Early parenting precursors of young children's executive functioning. Child Development 81 (2010), 326–339.
    • (2010) Child Development , vol.81 , pp. 326-339
    • Bernier, A.1    Carlson, S.M.2    Whipple, N.3
  • 11
    • 78449289940 scopus 로고    scopus 로고
    • A developmental perspective on executive function
    • Best, J.R., Miller, P.H., A developmental perspective on executive function. Child Development 81 (2010), 1641–1660.
    • (2010) Child Development , vol.81 , pp. 1641-1660
    • Best, J.R.1    Miller, P.H.2
  • 12
    • 68949218825 scopus 로고    scopus 로고
    • Executive functions after age 5: Changes and correlates
    • Best, J.R., Miller, P.H., Jones, L.L., Executive functions after age 5: Changes and correlates. Developmental Review 29 (2009), 180–200.
    • (2009) Developmental Review , vol.29 , pp. 180-200
    • Best, J.R.1    Miller, P.H.2    Jones, L.L.3
  • 13
    • 79960030517 scopus 로고    scopus 로고
    • Relations between executive function and academic achievement from ages 5 to 17 in a large, representative national sample
    • Best, J.R., Miller, P.H., Naglieri, J.A., Relations between executive function and academic achievement from ages 5 to 17 in a large, representative national sample. Learning and Individual Differences 21 (2011), 327–336.
    • (2011) Learning and Individual Differences , vol.21 , pp. 327-336
    • Best, J.R.1    Miller, P.H.2    Naglieri, J.A.3
  • 14
    • 48949116386 scopus 로고    scopus 로고
    • Biological processes in prevention and intervention: The promotion of self-regulation as a means of preventing school failure
    • Blair, C., Diamond, A., Biological processes in prevention and intervention: The promotion of self-regulation as a means of preventing school failure. Development and Psychopathology 20 (2008), 899–911.
    • (2008) Development and Psychopathology , vol.20 , pp. 899-911
    • Blair, C.1    Diamond, A.2
  • 15
    • 84911488546 scopus 로고    scopus 로고
    • Closing the achievement gap through modification of neurocognitive and neuroendocrine function: Results from a cluster randomized controlled trial of an innovative approach to the education of children in kindergarten
    • Blair, C., Raver, C.C., Closing the achievement gap through modification of neurocognitive and neuroendocrine function: Results from a cluster randomized controlled trial of an innovative approach to the education of children in kindergarten. PLoS One, 9, 2014, e112393.
    • (2014) PLoS One , vol.9 , pp. e112393
    • Blair, C.1    Raver, C.C.2
  • 16
    • 84964293363 scopus 로고    scopus 로고
    • School readiness and self-regulation: A developmental psychobiological approach
    • Blair, C., Raver, C.C., School readiness and self-regulation: A developmental psychobiological approach. Annual Review of Psychology 66 (2015), 711–731.
    • (2015) Annual Review of Psychology , vol.66 , pp. 711-731
    • Blair, C.1    Raver, C.C.2
  • 17
    • 84893679927 scopus 로고    scopus 로고
    • Two approaches to estimating the effect of parenting on the development of executive function in early childhood
    • Blair, C., Raver, C.C., Berry, D.J., the Family Life Project Investigators. Two approaches to estimating the effect of parenting on the development of executive function in early childhood. Developmental Psychology 50 (2014), 554–565.
    • (2014) Developmental Psychology , vol.50 , pp. 554-565
    • Blair, C.1    Raver, C.C.2    Berry, D.J.3
  • 18
    • 33947500944 scopus 로고    scopus 로고
    • Relating effortful control, executive function, and false belief understanding to emerging math and literacy ability in kindergarten
    • Blair, C., Razza, R.P., Relating effortful control, executive function, and false belief understanding to emerging math and literacy ability in kindergarten. Child Development 78 (2007), 647–663.
    • (2007) Child Development , vol.78 , pp. 647-663
    • Blair, C.1    Razza, R.P.2
  • 19
    • 84926407279 scopus 로고    scopus 로고
    • Multiple aspects of self-regulation uniquely predict mathematics but not letter–word knowledge in the early elementary grades
    • Blair, C., Ursache, A., Greenberg, M., Vernon-Feagans, L., the Family Life Project Investigators. Multiple aspects of self-regulation uniquely predict mathematics but not letter–word knowledge in the early elementary grades. Developmental Psychology 51 (2015), 459–472.
    • (2015) Developmental Psychology , vol.51 , pp. 459-472
    • Blair, C.1    Ursache, A.2    Greenberg, M.3    Vernon-Feagans, L.4
  • 20
    • 84892183920 scopus 로고    scopus 로고
    • Is adolescence a sensitive period of sociocultural processing?
    • Blakemore, S.-J., Mills, K.L., Is adolescence a sensitive period of sociocultural processing?. Annual Review of Psychology 65 (2014), 187–207.
    • (2014) Annual Review of Psychology , vol.65 , pp. 187-207
    • Blakemore, S.-J.1    Mills, K.L.2
  • 21
    • 0003557643 scopus 로고    scopus 로고
    • Tools of the mind: The Vygotskian approach to early childhood education
    • Prentice Hall Upper Saddle River, NJ
    • Bodrova, E., Leong, D.J., Tools of the mind: The Vygotskian approach to early childhood education. 1996, Prentice Hall, Upper Saddle River, NJ.
    • (1996)
    • Bodrova, E.1    Leong, D.J.2
  • 22
    • 84897570902 scopus 로고    scopus 로고
    • The relationship between executive functions, episodic feeling-of-knowing and confidence judgements
    • Boduroglu, A., Tekcan, A.İ., Kapucu, A., The relationship between executive functions, episodic feeling-of-knowing and confidence judgements. Journal of Cognitive Psychology 26 (2014), 333–345.
    • (2014) Journal of Cognitive Psychology , vol.26 , pp. 333-345
    • Boduroglu, A.1    Tekcan, A.İ.2    Kapucu, A.3
  • 23
    • 0031161593 scopus 로고    scopus 로고
    • Self-regulated learning: A new concept embraced by researchers, policy makers, educators, teachers, and students
    • Boekaerts, M., Self-regulated learning: A new concept embraced by researchers, policy makers, educators, teachers, and students. Learning and Instruction 7 (1997), 161–186.
    • (1997) Learning and Instruction , vol.7 , pp. 161-186
    • Boekaerts, M.1
  • 24
    • 84899712328 scopus 로고    scopus 로고
    • Accuracy and confidence of visual short-term memory do not go hand-in-hand: Behavioral and neural dissociations
    • Bona, S., Silvanto, J., Accuracy and confidence of visual short-term memory do not go hand-in-hand: Behavioral and neural dissociations. PLoS One, 9, 2014, e90808.
    • (2014) PLoS One , vol.9 , pp. e90808
    • Bona, S.1    Silvanto, J.2
  • 26
    • 70349768271 scopus 로고    scopus 로고
    • The contributions of 'hot' and 'cool' executive function to children's academic achievement, learning-related behaviors, and engagement in kindergarten
    • Brock, L.L., Rimm-Kaufman, S.E., Nathanson, L., Grimm, K.J., The contributions of 'hot' and 'cool' executive function to children's academic achievement, learning-related behaviors, and engagement in kindergarten. Early Childhood Research Quarterly 24 (2009), 337–349.
    • (2009) Early Childhood Research Quarterly , vol.24 , pp. 337-349
    • Brock, L.L.1    Rimm-Kaufman, S.E.2    Nathanson, L.3    Grimm, K.J.4
  • 27
    • 0016421488 scopus 로고
    • The development of memory: Knowing, knowing about knowing, and knowing how to know
    • Brown, A.L., The development of memory: Knowing, knowing about knowing, and knowing how to know. Advances in Child Development and Behavior 10 (1975), 103–152.
    • (1975) Advances in Child Development and Behavior , vol.10 , pp. 103-152
    • Brown, A.L.1
  • 28
    • 84868497902 scopus 로고    scopus 로고
    • The development of metacognitive skills: Evidence from observational analysis of young children's behavior during problem-solving
    • Bryce, D., Whitebread, D., The development of metacognitive skills: Evidence from observational analysis of young children's behavior during problem-solving. Metacognition and Learning 7 (2012), 197–217.
    • (2012) Metacognition and Learning , vol.7 , pp. 197-217
    • Bryce, D.1    Whitebread, D.2
  • 29
    • 84933679176 scopus 로고    scopus 로고
    • The relationships among executive functions, metacognitive skills and educational achievement in 5 and 7 year-old children
    • Bryce, D., Whitebread, D., Szucs, D., The relationships among executive functions, metacognitive skills and educational achievement in 5 and 7 year-old children. Metacognition Learning 10 (2014), 181–198.
    • (2014) Metacognition Learning , vol.10 , pp. 181-198
    • Bryce, D.1    Whitebread, D.2    Szucs, D.3
  • 30
    • 84865183717 scopus 로고    scopus 로고
    • A unitary executive function predicts intelligence in children
    • Brydges, C.R., Reid, C.L., Fox, A.M., Anderson, M., A unitary executive function predicts intelligence in children. Intelligence 40 (2012), 458–469.
    • (2012) Intelligence , vol.40 , pp. 458-469
    • Brydges, C.R.1    Reid, C.L.2    Fox, A.M.3    Anderson, M.4
  • 31
    • 84893799721 scopus 로고    scopus 로고
    • Executive functioning and mathematics achievement
    • Bull, R., Lee, K., Executive functioning and mathematics achievement. Child Development Perspectives 8 (2014), 36–41.
    • (2014) Child Development Perspectives , vol.8 , pp. 36-41
    • Bull, R.1    Lee, K.2
  • 32
    • 0024024112 scopus 로고
    • The development of volitional behavior in the toddler years
    • Bullock, M., Lütkenhaus, P., The development of volitional behavior in the toddler years. Child Development 59 (1988), 664–674.
    • (1988) Child Development , vol.59 , pp. 664-674
    • Bullock, M.1    Lütkenhaus, P.2
  • 36
    • 84886776965 scopus 로고    scopus 로고
    • Do apes and children know what they have seen?
    • Call, J., Carpenter, M., Do apes and children know what they have seen?. Animal Cognition 4 (2001), 207–220.
    • (2001) Animal Cognition , vol.4 , pp. 207-220
    • Call, J.1    Carpenter, M.2
  • 37
    • 25444435120 scopus 로고    scopus 로고
    • Developmentally sensitive measures of executive function in preschool children
    • Carlson, S.M., Developmentally sensitive measures of executive function in preschool children. Developmental Neuropsychology 28 (2005), 595–616.
    • (2005) Developmental Neuropsychology , vol.28 , pp. 595-616
    • Carlson, S.M.1
  • 39
    • 84922136741 scopus 로고    scopus 로고
    • The relation between executive function and theory of mind is more than skin deep
    • Carlson, S.M., Claxton, L.J., Moses, L.J., The relation between executive function and theory of mind is more than skin deep. Journal of Cognition and Development 16 (2015), 186–197.
    • (2015) Journal of Cognition and Development , vol.16 , pp. 186-197
    • Carlson, S.M.1    Claxton, L.J.2    Moses, L.J.3
  • 40
    • 24644449309 scopus 로고    scopus 로고
    • Less is more- executive function and symbolic representation in preschool children
    • Carlson, S.M., Davis, A.C., Leach, J.G., Less is more- executive function and symbolic representation in preschool children. Psychological Science 16 (2005), 609–616.
    • (2005) Psychological Science , vol.16 , pp. 609-616
    • Carlson, S.M.1    Davis, A.C.2    Leach, J.G.3
  • 41
    • 0035408431 scopus 로고    scopus 로고
    • Individual differences in inhibitory control and children's theory of mind
    • Carlson, S.M., Moses, L.J., Individual differences in inhibitory control and children's theory of mind. Child Development 72 (2001), 1032–1053.
    • (2001) Child Development , vol.72 , pp. 1032-1053
    • Carlson, S.M.1    Moses, L.J.2
  • 42
    • 84888022624 scopus 로고    scopus 로고
    • Evidence for a relation between executive function and pretense representation in preschool children
    • Carlson, S.M., White, R.E., Davis-Unger, A., Evidence for a relation between executive function and pretense representation in preschool children. Cognitive Development 29 (2014), 1–16.
    • (2014) Cognitive Development , vol.29 , pp. 1-16
    • Carlson, S.M.1    White, R.E.2    Davis-Unger, A.3
  • 43
    • 0001724557 scopus 로고
    • Strategy acquisition and transfer among American and German children: Environmental influences on metacognitive development
    • Carr, M., Kurtz, B.E., Schneider, W., Turner, L.A., Borkowski, J.G., Strategy acquisition and transfer among American and German children: Environmental influences on metacognitive development. Developmental Psychology 25 (1989), 765–771.
    • (1989) Developmental Psychology , vol.25 , pp. 765-771
    • Carr, M.1    Kurtz, B.E.2    Schneider, W.3    Turner, L.A.4    Borkowski, J.G.5
  • 44
    • 65649125609 scopus 로고    scopus 로고
    • Setting goals to switch between tasks: Effect of cue transparency on children's cognitive flexibility
    • Chevalier, N., Blaye, A., Setting goals to switch between tasks: Effect of cue transparency on children's cognitive flexibility. Developmental Psychology 45 (2009), 782–797.
    • (2009) Developmental Psychology , vol.45 , pp. 782-797
    • Chevalier, N.1    Blaye, A.2
  • 45
    • 0003140847 scopus 로고
    • Knowledge structures and memory development
    • R.S. Siegler Erlbaum Hillsdale, NJ
    • Chi, M.T.H., Knowledge structures and memory development. Siegler, R.S., (eds.) Children's thinking: What develops?, 1978, Erlbaum, Hillsdale, NJ, 73–96.
    • (1978) Children's thinking: What develops? , pp. 73-96
    • Chi, M.T.H.1
  • 46
    • 77956779662 scopus 로고    scopus 로고
    • Preschool executive functioning abilities predict early mathematics achievement
    • Clark, C.A.C., Pritchard, V.E., Woodward, L.J., Preschool executive functioning abilities predict early mathematics achievement. Developmental Psychology 46 (2009), 1176–1191.
    • (2009) Developmental Psychology , vol.46 , pp. 1176-1191
    • Clark, C.A.C.1    Pritchard, V.E.2    Woodward, L.J.3
  • 47
    • 84875314753 scopus 로고    scopus 로고
    • Longitudinal associations between executive control and developing mathematical competence in preschool boys and girls
    • Clark, C.A.C., Sheffield, T.D., Wiebe, S.A., Espy, K.A., Longitudinal associations between executive control and developing mathematical competence in preschool boys and girls. Child Development 84 (2013), 662–677.
    • (2013) Child Development , vol.84 , pp. 662-677
    • Clark, C.A.C.1    Sheffield, T.D.2    Wiebe, S.A.3    Espy, K.A.4
  • 48
    • 84960910601 scopus 로고    scopus 로고
    • Learning executive function and early mathematics: Directions of causal relations
    • Clements, D.H., Sarama, J., Germeroth, C., Learning executive function and early mathematics: Directions of causal relations. Early Childhood Research Quarterly 36 (2016), 79–90.
    • (2016) Early Childhood Research Quarterly , vol.36 , pp. 79-90
    • Clements, D.H.1    Sarama, J.2    Germeroth, C.3
  • 49
    • 56349149426 scopus 로고    scopus 로고
    • Linking teachers' memory-relevant language and the development of children's memory skills
    • Coffman, J.L., Ornstein, P.A., McCall, L.E., Curran, P.J., Linking teachers' memory-relevant language and the development of children's memory skills. Developmental Psychology 44 (2008), 1640–1654.
    • (2008) Developmental Psychology , vol.44 , pp. 1640-1654
    • Coffman, J.L.1    Ornstein, P.A.2    McCall, L.E.3    Curran, P.J.4
  • 50
    • 84878157017 scopus 로고    scopus 로고
    • Intelligence and working memory control: Evidence from the WISC-IV administration to Italian children
    • Cornoldi, C., Orsini, A., Cianci, L., Giofrè, D., Pezzuti, L., Intelligence and working memory control: Evidence from the WISC-IV administration to Italian children. Learning and Individual Differences 26 (2013), 9–14.
    • (2013) Learning and Individual Differences , vol.26 , pp. 9-14
    • Cornoldi, C.1    Orsini, A.2    Cianci, L.3    Giofrè, D.4    Pezzuti, L.5
  • 51
    • 84943663294 scopus 로고    scopus 로고
    • Introspection on uncertainty and judicious help-seeking during the preschool years
    • Coughlin, C., Hembacher, E., Lyons, K.E., Ghetti, S., Introspection on uncertainty and judicious help-seeking during the preschool years. Developmental Science 8 (2014), 957–971.
    • (2014) Developmental Science , vol.8 , pp. 957-971
    • Coughlin, C.1    Hembacher, E.2    Lyons, K.E.3    Ghetti, S.4
  • 52
    • 84943663294 scopus 로고    scopus 로고
    • Introspection on uncertainty and judicious help-seeking during the preschool years
    • Coughlin, C., Hembacher, E., Lyons, K.E., Ghetti, S., Introspection on uncertainty and judicious help-seeking during the preschool years. Developmental Science 18 (2015), 957–971.
    • (2015) Developmental Science , vol.18 , pp. 957-971
    • Coughlin, C.1    Hembacher, E.2    Lyons, K.E.3    Ghetti, S.4
  • 53
    • 53949085350 scopus 로고    scopus 로고
    • Go or no-go? Developmental improvements in the efficiency of response inhibition in mid-childhood
    • Cragg, L., Nation, K., Go or no-go? Developmental improvements in the efficiency of response inhibition in mid-childhood. Developmental Science 11 (2008), 819–827.
    • (2008) Developmental Science , vol.11 , pp. 819-827
    • Cragg, L.1    Nation, K.2
  • 54
    • 0001131118 scopus 로고
    • Preschoolers' memory monitoring: Feeling-of-knowing judgements
    • Cultice, J.C., Somerville, S.C., Wellman, H.M., Preschoolers' memory monitoring: Feeling-of-knowing judgements. Child Development 54 (1983), 1480–1486.
    • (1983) Child Development , vol.54 , pp. 1480-1486
    • Cultice, J.C.1    Somerville, S.C.2    Wellman, H.M.3
  • 57
    • 79953028297 scopus 로고    scopus 로고
    • Generating keywords improves metacomprehension and self-regulation in elementary and middle school children
    • de Bruin, A.B.H., Thiede, K.W., Camp, G., Redford, J., Generating keywords improves metacomprehension and self-regulation in elementary and middle school children. Journal of Experimental Child Psychology 109 (2011), 294–310.
    • (2011) Journal of Experimental Child Psychology , vol.109 , pp. 294-310
    • de Bruin, A.B.H.1    Thiede, K.W.2    Camp, G.3    Redford, J.4
  • 58
    • 0022021412 scopus 로고
    • Precursors of mnemonic strategies in very young children's memory
    • DeLoache, J.S., Cassidy, D.J., Brown, A.L., Precursors of mnemonic strategies in very young children's memory. Child Development 56 (1985), 125–137.
    • (1985) Child Development , vol.56 , pp. 125-137
    • DeLoache, J.S.1    Cassidy, D.J.2    Brown, A.L.3
  • 59
    • 0038156990 scopus 로고    scopus 로고
    • Capacity, strategies, and metamemory: Tests of a three-factor model of memory development
    • DeMarie, D., Ferron, J., Capacity, strategies, and metamemory: Tests of a three-factor model of memory development. Journal of Experimental Child Psychology 84 (2003), 167–193.
    • (2003) Journal of Experimental Child Psychology , vol.84 , pp. 167-193
    • DeMarie, D.1    Ferron, J.2
  • 61
    • 33749407941 scopus 로고    scopus 로고
    • Metacognitive skills in Belgian third grade children (age 8 to 9) with and without mathematical learning disabilities
    • Desoete, A., Roeyers, H., Huylebroeck, A., Metacognitive skills in Belgian third grade children (age 8 to 9) with and without mathematical learning disabilities. Metacognition and Learning 1 (2006), 119–135.
    • (2006) Metacognition and Learning , vol.1 , pp. 119-135
    • Desoete, A.1    Roeyers, H.2    Huylebroeck, A.3
  • 62
    • 84902509313 scopus 로고    scopus 로고
    • Early metacognitive abilities: The interplay of monitoring and control processes in 5- to 7-year-old children
    • Destan, N., Hembacher, E., Ghetti, S., Roebers, C.M., Early metacognitive abilities: The interplay of monitoring and control processes in 5- to 7-year-old children. Journal of Experimental Child Psychology 126 (2014), 213–228.
    • (2014) Journal of Experimental Child Psychology , vol.126 , pp. 213-228
    • Destan, N.1    Hembacher, E.2    Ghetti, S.3    Roebers, C.M.4
  • 63
    • 84947021307 scopus 로고    scopus 로고
    • What are the metacognitive costs of young children's overconfidence?
    • Destan, N., Roebers, C.M., What are the metacognitive costs of young children's overconfidence?. Metacognition and Learning 10 (2015), 347–374.
    • (2015) Metacognition and Learning , vol.10 , pp. 347-374
    • Destan, N.1    Roebers, C.M.2
  • 64
    • 84907880287 scopus 로고    scopus 로고
    • Relations between false belief understanding and executive function in early childhood: A meta-analysis
    • Devine, R.T., Hughes, C., Relations between false belief understanding and executive function in early childhood: A meta-analysis. Child Development 85 (2014), 1777–1794.
    • (2014) Child Development , vol.85 , pp. 1777-1794
    • Devine, R.T.1    Hughes, C.2
  • 65
    • 0033649538 scopus 로고    scopus 로고
    • Close interrelation of motor development and cognitive development and of the cerebellum and prefrontal cortex
    • Diamond, A., Close interrelation of motor development and cognitive development and of the cerebellum and prefrontal cortex. Child Development 71 (2000), 44–56.
    • (2000) Child Development , vol.71 , pp. 44-56
    • Diamond, A.1
  • 67
    • 36749036650 scopus 로고    scopus 로고
    • Preschool program improves cognitive control
    • Diamond, A., Barnett, W.S., Thomas, J., Munro, S., Preschool program improves cognitive control. Science 318 (2007), 1387–1388.
    • (2007) Science , vol.318 , pp. 1387-1388
    • Diamond, A.1    Barnett, W.S.2    Thomas, J.3    Munro, S.4
  • 68
    • 36749005797 scopus 로고    scopus 로고
    • The early development of executive functions
    • E. Bialystok F.I.M. Craik Oxford University Press New York, NY
    • Diamond, A., The early development of executive functions. Bialystok, E., Craik, F.I.M., (eds.) Lifespan cognition: Mechanisms of change, 2006, Oxford University Press, New York, NY, 70–95.
    • (2006) Lifespan cognition: Mechanisms of change , pp. 70-95
    • Diamond, A.1
  • 70
    • 70349172390 scopus 로고    scopus 로고
    • Metacognition
    • Sage Publications Thousand Oaks, CA
    • Dunlosky, J., Metcalfe, J., Metacognition. 2009, Sage Publications, Thousand Oaks, CA.
    • (2009)
    • Dunlosky, J.1    Metcalfe, J.2
  • 71
    • 84859977288 scopus 로고    scopus 로고
    • Overconfidence produces underachievement: Inaccurate self evaluations undermine students’ learning and retention
    • Dunlosky, J., Rawson, K.A., Overconfidence produces underachievement: Inaccurate self evaluations undermine students’ learning and retention. Learning and Instruction 22 (2012), 271–280.
    • (2012) Learning and Instruction , vol.22 , pp. 271-280
    • Dunlosky, J.1    Rawson, K.A.2
  • 72
    • 6344251646 scopus 로고    scopus 로고
    • Causes and constraints of the shift-to-easier-materials effect in the control of study
    • Dunlosky, J., Thiede, K.W., Causes and constraints of the shift-to-easier-materials effect in the control of study. Memory and Cognition 32 (2004), 779–788.
    • (2004) Memory and Cognition , vol.32 , pp. 779-788
    • Dunlosky, J.1    Thiede, K.W.2
  • 74
    • 56849118783 scopus 로고    scopus 로고
    • Metacognition: Defining its facets and levels of functioning in relation to self-regulation and co-regulation
    • Efklides, A., Metacognition: Defining its facets and levels of functioning in relation to self-regulation and co-regulation. European Psychologist 13 (2008), 277–287.
    • (2008) European Psychologist , vol.13 , pp. 277-287
    • Efklides, A.1
  • 75
    • 78951472735 scopus 로고    scopus 로고
    • Interactions of metacognition with motivation and affect in self-regulated learning: The MASRL model
    • Efklides, A., Interactions of metacognition with motivation and affect in self-regulated learning: The MASRL model. Educational Psychologist 46 (2011), 6–25.
    • (2011) Educational Psychologist , vol.46 , pp. 6-25
    • Efklides, A.1
  • 76
    • 84857058824 scopus 로고    scopus 로고
    • N2 amplitude as a neural marker of executive function in young children: An ERP study of children who switch versus perseverate on the Dimensional Change Card Sort
    • Espinet, S.D., Anderson, J.E., Zelazo, P.D., N2 amplitude as a neural marker of executive function in young children: An ERP study of children who switch versus perseverate on the Dimensional Change Card Sort. Developmental Cognitive Neuroscience 2 (2012), S49–S58.
    • (2012) Developmental Cognitive Neuroscience , vol.2 , pp. S49-S58
    • Espinet, S.D.1    Anderson, J.E.2    Zelazo, P.D.3
  • 77
    • 84875925857 scopus 로고    scopus 로고
    • Reflection training improves executive function in preschool-age children: Behavioral and neural effects
    • Espinet, S.D., Anderson, J.E., Zelazo, P.D., Reflection training improves executive function in preschool-age children: Behavioral and neural effects. Developmental Cognitive Neuroscience 4 (2013), 3–15.
    • (2013) Developmental Cognitive Neuroscience , vol.4 , pp. 3-15
    • Espinet, S.D.1    Anderson, J.E.2    Zelazo, P.D.3
  • 80
    • 0000908407 scopus 로고
    • First discussant's comments: What is memory development the development of?
    • Flavell, J.H., First discussant's comments: What is memory development the development of?. Human Development 14 (1971), 272–278.
    • (1971) Human Development , vol.14 , pp. 272-278
    • Flavell, J.H.1
  • 81
    • 33744781376 scopus 로고
    • Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry
    • Flavell, J.H., Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry. American Psychologist 34 (1979), 906–911.
    • (1979) American Psychologist , vol.34 , pp. 906-911
    • Flavell, J.H.1
  • 86
    • 84863477518 scopus 로고    scopus 로고
    • The role of metacognition in human social interactions
    • Frith, C.D., The role of metacognition in human social interactions. Philosophical transactions of the Royal Society 367 (2012), 2213–2223.
    • (2012) Philosophical transactions of the Royal Society , vol.367 , pp. 2213-2223
    • Frith, C.D.1
  • 87
    • 84901469743 scopus 로고    scopus 로고
    • Longitudinal associations between executive functioning and academic skills across content areas
    • Fuhs, M.W., Nesbitt, K.T., Farran, D.C., Dong, N., Longitudinal associations between executive functioning and academic skills across content areas. Developmental Psychology 50 (2014), 1698–1709.
    • (2014) Developmental Psychology , vol.50 , pp. 1698-1709
    • Fuhs, M.W.1    Nesbitt, K.T.2    Farran, D.C.3    Dong, N.4
  • 88
    • 85014275788 scopus 로고    scopus 로고
    • The prefrontal cortex
    • 4th ed. Elsevier New York, NY
    • Fuster, J.M., The prefrontal cortex. 4th ed., 2008, Elsevier, New York, NY.
    • (2008)
    • Fuster, J.M.1
  • 90
    • 0034344407 scopus 로고    scopus 로고
    • Sensitivity to spatial conflict and the development of self-regulation in children 24–36 months of age
    • Gerardi-Caulton, G., Sensitivity to spatial conflict and the development of self-regulation in children 24–36 months of age. Developmental Science 3 (2000), 397–404.
    • (2000) Developmental Science , vol.3 , pp. 397-404
    • Gerardi-Caulton, G.1
  • 91
    • 0028543936 scopus 로고
    • The relationship between cognition and action: Performance of children 3 1/2 - 7 years old on a Stroop-like day-night test
    • Gerstadt, C.L., Hong, Y.J., Diamond, A., The relationship between cognition and action: Performance of children 3 1/2 - 7 years old on a Stroop-like day-night test. Cognition 53 (1994), 129–153.
    • (1994) Cognition , vol.53 , pp. 129-153
    • Gerstadt, C.L.1    Hong, Y.J.2    Diamond, A.3
  • 92
    • 84924758929 scopus 로고    scopus 로고
    • When children's knowledge of memory improves children's performance in memory
    • Geurten, M., Catale, C., Meulemans, T., When children's knowledge of memory improves children's performance in memory. Applied Cognitive Psychology 29 (2015), 244–252.
    • (2015) Applied Cognitive Psychology , vol.29 , pp. 244-252
    • Geurten, M.1    Catale, C.2    Meulemans, T.3
  • 93
    • 84955215370 scopus 로고    scopus 로고
    • Involvement of executive functions in children's metamemory
    • Geurten, M., Catale, C., Meulemans, T., Involvement of executive functions in children's metamemory. Applied Cognitive Psychology 30 (2016), 70–80.
    • (2016) Applied Cognitive Psychology , vol.30 , pp. 70-80
    • Geurten, M.1    Catale, C.2    Meulemans, T.3
  • 94
    • 33646766817 scopus 로고    scopus 로고
    • The development of the memorability-based strategy: Insight from a training study
    • Ghetti, S., Papini, S., Angelini, L., The development of the memorability-based strategy: Insight from a training study. Journal of Experimental Child Psychology 94 (2006), 206–228.
    • (2006) Journal of Experimental Child Psychology , vol.94 , pp. 206-228
    • Ghetti, S.1    Papini, S.2    Angelini, L.3
  • 97
    • 84886396858 scopus 로고    scopus 로고
    • The effect of teachers' memory-relevant language on children's strategy use and knowledge
    • Grammer, J., Coffman, J.L., Ornstein, P., The effect of teachers' memory-relevant language on children's strategy use and knowledge. Child Development 84 (2013), 1989–2002.
    • (2013) Child Development , vol.84 , pp. 1989-2002
    • Grammer, J.1    Coffman, J.L.2    Ornstein, P.3
  • 98
    • 34548651142 scopus 로고    scopus 로고
    • A theoretical review of winne and hadwin's model of self-regulated learning: New perspectives and directions
    • Greene, J.A., Azevedo, R., A theoretical review of winne and hadwin's model of self-regulated learning: New perspectives and directions. Review of Educational Research 77 (2007), 334–372.
    • (2007) Review of Educational Research , vol.77 , pp. 334-372
    • Greene, J.A.1    Azevedo, R.2
  • 99
    • 0346575295 scopus 로고    scopus 로고
    • Comprehension monitoring of written discourse across early-to-middle adolescence
    • Hacker, D.J., Comprehension monitoring of written discourse across early-to-middle adolescence. Reading & Writing 9 (1997), 207–240.
    • (1997) Reading & Writing , vol.9 , pp. 207-240
    • Hacker, D.J.1
  • 100
    • 71549153513 scopus 로고    scopus 로고
    • Writing is applied metacognition
    • D.J. Hacker J. Dunlosky A.C. Graesser Routledge/Taylor & Francis New York, NY
    • Hacker, D.J., Keener, M.C., Kircher, J.C., Writing is applied metacognition. Hacker, D.J., Dunlosky, J., Graesser, A.C., (eds.) Handbook of Metacognition in Education, 2009, Routledge/Taylor & Francis, New York, NY, 154–172.
    • (2009) Handbook of Metacognition in Education , pp. 154-172
    • Hacker, D.J.1    Keener, M.C.2    Kircher, J.C.3
  • 102
    • 84908089808 scopus 로고    scopus 로고
    • Don't look at my answer: Subjective uncertainty underlies preschoolers’ exclusion of their least accurate memories
    • Hembacher, E., Ghetti, S., Don't look at my answer: Subjective uncertainty underlies preschoolers’ exclusion of their least accurate memories. Psychological Science 25 (2014), 1768–1776.
    • (2014) Psychological Science , vol.25 , pp. 1768-1776
    • Hembacher, E.1    Ghetti, S.2
  • 104
    • 25444466177 scopus 로고    scopus 로고
    • Assessment of hot and cool executive function in young children: Age-related changes and individual differences
    • Hongwanishkul, D., Happaney, K.R., Lee, W.S.C., Zelazo, P.D., Assessment of hot and cool executive function in young children: Age-related changes and individual differences. Developmental Neuropsychology 28 (2005), 617–644.
    • (2005) Developmental Neuropsychology , vol.28 , pp. 617-644
    • Hongwanishkul, D.1    Happaney, K.R.2    Lee, W.S.C.3    Zelazo, P.D.4
  • 105
    • 79958828666 scopus 로고    scopus 로고
    • Changes and challenges in 20 years of research into the development of executive functions
    • Hughes, C., Changes and challenges in 20 years of research into the development of executive functions. Infant and Child Development 20 (2011), 251–271.
    • (2011) Infant and Child Development , vol.20 , pp. 251-271
    • Hughes, C.1
  • 106
    • 36348950987 scopus 로고    scopus 로고
    • Executive function and theory of mind: Predictive relations from ages 2 to 4
    • Hughes, C., Ensor, R., Executive function and theory of mind: Predictive relations from ages 2 to 4. Developmental Psychology 43 (2007), 1447–1459.
    • (2007) Developmental Psychology , vol.43 , pp. 1447-1459
    • Hughes, C.1    Ensor, R.2
  • 107
  • 108
    • 79951676952 scopus 로고    scopus 로고
    • Individual differences in growth in executive function across the transition to school predict externalizing and internalizing behaviors and self-perceived academic success at 6 years of age
    • Hughes, C., Ensor, R., Individual differences in growth in executive function across the transition to school predict externalizing and internalizing behaviors and self-perceived academic success at 6 years of age. Journal of Experimental Child Psychology 108 (2010), 663–676.
    • (2010) Journal of Experimental Child Psychology , vol.108 , pp. 663-676
    • Hughes, C.1    Ensor, R.2
  • 109
    • 77951054067 scopus 로고    scopus 로고
    • Tracking executive function across the transition to school: A latent variable approach
    • Hughes, C., Ensor, R., Wilson, A., Graham, A., Tracking executive function across the transition to school: A latent variable approach. Developmental Neuropsychology 35 (2010), 20–36.
    • (2010) Developmental Neuropsychology , vol.35 , pp. 20-36
    • Hughes, C.1    Ensor, R.2    Wilson, A.3    Graham, A.4
  • 110
    • 33745588032 scopus 로고    scopus 로고
    • Age-related change in executive function: Developmental trends and a latent variable analysis
    • Huizinga, M., Dolan, C.V., van der Molen, M.W., Age-related change in executive function: Developmental trends and a latent variable analysis. Neuropsychologia 44 (2006), 2017–2036.
    • (2006) Neuropsychologia , vol.44 , pp. 2017-2036
    • Huizinga, M.1    Dolan, C.V.2    van der Molen, M.W.3
  • 111
    • 85055991883 scopus 로고    scopus 로고
    • Verbal and non-verbal working memory and achievements on national curriculum tests at 11 and 14 years of age
    • Jarvis, H.L., Gathercole, S.E., Verbal and non-verbal working memory and achievements on national curriculum tests at 11 and 14 years of age. Educational and Child Psychology 20 (2003), 123–140.
    • (2003) Educational and Child Psychology , vol.20 , pp. 123-140
    • Jarvis, H.L.1    Gathercole, S.E.2
  • 112
    • 84858157330 scopus 로고    scopus 로고
    • Predicting performance on academic and non-academic tasks: A comparison of adolescents with and without learning disabilities
    • Job, J.M., Klassen, R.M., Predicting performance on academic and non-academic tasks: A comparison of adolescents with and without learning disabilities. Contemporary Educational Psychology 37 (2012), 162–169.
    • (2012) Contemporary Educational Psychology , vol.37 , pp. 162-169
    • Job, J.M.1    Klassen, R.M.2
  • 114
    • 0344495587 scopus 로고    scopus 로고
    • Development of executive attention in preschool children
    • Jones, L.B., Rothbart, M.K., Posner, M.I., Development of executive attention in preschool children. Developmental Science 6 (2003), 498–504.
    • (2003) Developmental Science , vol.6 , pp. 498-504
    • Jones, L.B.1    Rothbart, M.K.2    Posner, M.I.3
  • 115
    • 84900563138 scopus 로고    scopus 로고
    • Roles of attention shifting and inhibitory control in fourth-grade reading comprehension
    • Kieffer, M.J., Vukovic, R.K., Berry, D., Roles of attention shifting and inhibitory control in fourth-grade reading comprehension. Reading Research Quarterly 48 (2013), 333–348.
    • (2013) Reading Research Quarterly , vol.48 , pp. 333-348
    • Kieffer, M.J.1    Vukovic, R.K.2    Berry, D.3
  • 116
    • 84962469587 scopus 로고    scopus 로고
    • Young children's sensitivity to their own ignorance in informing others
    • Kim, S., Paulus, M., Sodian, B., Proust, J., Young children's sensitivity to their own ignorance in informing others. PLoS One 11 (2016), 1–15.
    • (2016) PLoS One , vol.11 , pp. 1-15
    • Kim, S.1    Paulus, M.2    Sodian, B.3    Proust, J.4
  • 117
    • 77952722748 scopus 로고    scopus 로고
    • Choice latency as a cue for children's subjective confidence in the correctness of their answers
    • Koriat, A., Ackerman, R., Choice latency as a cue for children's subjective confidence in the correctness of their answers. Developmental Science 13 (2010), 441–453.
    • (2010) Developmental Science , vol.13 , pp. 441-453
    • Koriat, A.1    Ackerman, R.2
  • 118
    • 77955072256 scopus 로고    scopus 로고
    • Children's strategic regulation, metacognitive monitoring, and control processes during test taking
    • Krebs, S.S., Roebers, C.M., Children's strategic regulation, metacognitive monitoring, and control processes during test taking. British Journal of Educational Psychology 80 (2010), 325–340.
    • (2010) British Journal of Educational Psychology , vol.80 , pp. 325-340
    • Krebs, S.S.1    Roebers, C.M.2
  • 119
    • 84864127510 scopus 로고    scopus 로고
    • The impact of retrieval processes, age, general achievement level, and test scoring scheme for children's metacognitive monitoring and controlling
    • Krebs, S.S., Roebers, C.M., The impact of retrieval processes, age, general achievement level, and test scoring scheme for children's metacognitive monitoring and controlling. Metacognition and Learning 7 (2012), 75–90.
    • (2012) Metacognition and Learning , vol.7 , pp. 75-90
    • Krebs, S.S.1    Roebers, C.M.2
  • 120
    • 0033254078 scopus 로고    scopus 로고
    • Unskilled and unaware of it: How difficulties in recognizing one's own incompetence lead to inflated self-assessments
    • Kruger, J., Dunning, D., Unskilled and unaware of it: How difficulties in recognizing one's own incompetence lead to inflated self-assessments. Journal of Personality and Social Psychology 77 (1999), 1121–1122.
    • (1999) Journal of Personality and Social Psychology , vol.77 , pp. 1121-1122
    • Kruger, J.1    Dunning, D.2
  • 122
    • 0012936359 scopus 로고    scopus 로고
    • Metacognitive development
    • L. Balter C. TamisLeMonda Psychology Press Philiadelphia, PA
    • Kuhn, D., Metacognitive development. Balter, L., TamisLeMonda, C., (eds.) Child psychology: A handbook of contemporary issues, 1999, Psychology Press, Philiadelphia, PA, 259–286.
    • (1999) Child psychology: A handbook of contemporary issues , pp. 259-286
    • Kuhn, D.1
  • 123
    • 79955475020 scopus 로고    scopus 로고
    • The dual components of developing strategy use: Production and inhibition
    • H.S. Waters W. Schneider Guilford Press New York, NY
    • Kuhn, D., Pease, M., The dual components of developing strategy use: Production and inhibition. Waters, H.S., Schneider, W., (eds.) Metacognition, strategy use, and instruction, 2010, Guilford Press, New York, NY, 135–159.
    • (2010) Metacognition, strategy use, and instruction , pp. 135-159
    • Kuhn, D.1    Pease, M.2
  • 124
    • 33745591364 scopus 로고    scopus 로고
    • Neural correlates of cognitive control in childhood and adolescence: Disentangling the contributions of age and executive function
    • Lamm, C., Zelazo, P.D., Lewis, M.D., Neural correlates of cognitive control in childhood and adolescence: Disentangling the contributions of age and executive function. Neuropsychologia 44 (2006), 2139–2148.
    • (2006) Neuropsychologia , vol.44 , pp. 2139-2148
    • Lamm, C.1    Zelazo, P.D.2    Lewis, M.D.3
  • 126
    • 84911957494 scopus 로고    scopus 로고
    • False-belief understanding at age 5 predicts beliefs about learning in year 3 of primary school
    • Lecce, S., Caputi, M., Pagnin, A., False-belief understanding at age 5 predicts beliefs about learning in year 3 of primary school. European Journal of Developmental Psychology 12 (2015), 40–53.
    • (2015) European Journal of Developmental Psychology , vol.12 , pp. 40-53
    • Lecce, S.1    Caputi, M.2    Pagnin, A.3
  • 128
    • 84887333187 scopus 로고    scopus 로고
    • Developmental changes in executive functioning
    • Lee, K., Bull, R., Ho, R.M., Developmental changes in executive functioning. Child Development 84 (2013), 1933–1953.
    • (2013) Child Development , vol.84 , pp. 1933-1953
    • Lee, K.1    Bull, R.2    Ho, R.M.3
  • 129
    • 84863337993 scopus 로고    scopus 로고
    • The cognitive underpinnings of emerging mathematical skills: Executive functioning, patterns, numeracy, and arithmetic
    • Lee, K., Ng, S.F., Pe, M.L., Ang, S.Y., Hasshim, M.N., Bull, R., The cognitive underpinnings of emerging mathematical skills: Executive functioning, patterns, numeracy, and arithmetic. The British Journal of Educational Psychology 82 (2012), 82–99.
    • (2012) The British Journal of Educational Psychology , vol.82 , pp. 82-99
    • Lee, K.1    Ng, S.F.2    Pe, M.L.3    Ang, S.Y.4    Hasshim, M.N.5    Bull, R.6
  • 130
    • 84863346450 scopus 로고    scopus 로고
    • Do measures of working memory predict academic proficiency better than measures of intelligence?
    • Lee, K., Pe, M.L., Ang, S.Y., Stankov, L., Do measures of working memory predict academic proficiency better than measures of intelligence?. Psychology Science Quarterly 51 (2009), 403–419.
    • (2009) Psychology Science Quarterly , vol.51 , pp. 403-419
    • Lee, K.1    Pe, M.L.2    Ang, S.Y.3    Stankov, L.4
  • 132
    • 33749316938 scopus 로고    scopus 로고
    • The early years: Evaluating montessori education
    • Lillard, A., Else-Quest, N., The early years: Evaluating montessori education. Science 313 (2006), 1893–1894.
    • (2006) Science , vol.313 , pp. 1893-1894
    • Lillard, A.1    Else-Quest, N.2
  • 133
    • 67349131561 scopus 로고    scopus 로고
    • Persistent overconfidence despite practice: The role of task experience in preschoolers' recall predictions
    • Lipko, A.R., Dunlosky, J., Merriman, W.E., Persistent overconfidence despite practice: The role of task experience in preschoolers' recall predictions. Journal of Experimental Child Psychology 103 (2009), 152–166.
    • (2009) Journal of Experimental Child Psychology , vol.103 , pp. 152-166
    • Lipko, A.R.1    Dunlosky, J.2    Merriman, W.E.3
  • 134
    • 84881488379 scopus 로고    scopus 로고
    • Preschoolers can make highly accurate judgments of learning
    • Lipowski, S.L., Merriman, W.E., Dunlosky, J., Preschoolers can make highly accurate judgments of learning. Developmental Psychology 49 (2013), 1505–1516.
    • (2013) Developmental Psychology , vol.49 , pp. 1505-1516
    • Lipowski, S.L.1    Merriman, W.E.2    Dunlosky, J.3
  • 136
    • 33746450861 scopus 로고    scopus 로고
    • Precursors of metamemory in young children: The role of theory of mind and metacognitive vocabulary
    • Lockl, K., Schneider, W., Precursors of metamemory in young children: The role of theory of mind and metacognitive vocabulary. Metacognition Learning 1 (2006), 15–31.
    • (2006) Metacognition Learning , vol.1 , pp. 15-31
    • Lockl, K.1    Schneider, W.2
  • 137
    • 33847379313 scopus 로고    scopus 로고
    • Knowledge about the mind: Links between theory of mind and later metamemory
    • Lockl, K., Schneider, W., Knowledge about the mind: Links between theory of mind and later metamemory. Child Development 78 (2007), 148–167.
    • (2007) Child Development , vol.78 , pp. 148-167
    • Lockl, K.1    Schneider, W.2
  • 138
    • 84875298241 scopus 로고    scopus 로고
    • I don't want to pick! Introspection on uncertainty supports early strategic behavior
    • Lyons, K.E., Ghetti, S., I don't want to pick! Introspection on uncertainty supports early strategic behavior. Child Development 84 (2013), 726–736.
    • (2013) Child Development , vol.84 , pp. 726-736
    • Lyons, K.E.1    Ghetti, S.2
  • 139
    • 79960189507 scopus 로고    scopus 로고
    • Monitoring, metacognition, and executive function: Elucidating the role of self-reflection in the development of self-regulation
    • B.B. Janette Elsevier Oxford, UK
    • Lyons, K.E., Zelazo, P.D., Monitoring, metacognition, and executive function: Elucidating the role of self-reflection in the development of self-regulation. Janette, B.B., (eds.) Advances in child development and behavior, Vol. 40, 2011, Elsevier, Oxford, UK, 379–412.
    • (2011) Advances in child development and behavior , vol.40 , pp. 379-412
    • Lyons, K.E.1    Zelazo, P.D.2
  • 140
    • 0018521926 scopus 로고
    • Realizing that you don't understand: Elementary school children's awareness of inconsistencies
    • Markman, E.M., Realizing that you don't understand: Elementary school children's awareness of inconsistencies. Child Development 50 (1979), 643–655.
    • (1979) Child Development , vol.50 , pp. 643-655
    • Markman, E.M.1
  • 141
  • 142
    • 0032616346 scopus 로고    scopus 로고
    • A hot/cool-system analysis of delay of gratification: Dynamics of willpower
    • Metcalfe, J., Mischel, W., A hot/cool-system analysis of delay of gratification: Dynamics of willpower. Psychological Review 106 (1999), 3–19.
    • (1999) Psychological Review , vol.106 , pp. 3-19
    • Metcalfe, J.1    Mischel, W.2
  • 143
    • 85020525325 scopus 로고    scopus 로고
    • The ghost in the machine: Self-reflective consciousness and the neuroscience of metacognition
    • J. Dunlosky S.K. Tauber
    • Metcalfe, J., Schwartz, B.L., The ghost in the machine: Self-reflective consciousness and the neuroscience of metacognition. Dunlosky, J., Tauber, S.K., (eds.) The Oxford Handbook of Metamemory, 2016, 407–437.
    • (2016) The Oxford Handbook of Metamemory , pp. 407-437
    • Metcalfe, J.1    Schwartz, B.L.2
  • 144
    • 84937902900 scopus 로고    scopus 로고
    • Fathers matter: The role of father parenting in preschoolers’ executive function development
    • Meuwissen, A.S., Carlson, S.M., Fathers matter: The role of father parenting in preschoolers’ executive function development. Journal of Experimental Child Psychology 140 (2015), 1–15.
    • (2015) Journal of Experimental Child Psychology , vol.140 , pp. 1-15
    • Meuwissen, A.S.1    Carlson, S.M.2
  • 145
    • 84856455781 scopus 로고    scopus 로고
    • The nature and organization of individual differences in executive functions: Four general conclusions
    • Miyake, A., Friedman, N.P., The nature and organization of individual differences in executive functions: Four general conclusions. Current Directions in Psychological Science 21 (2012), 8–14.
    • (2012) Current Directions in Psychological Science , vol.21 , pp. 8-14
    • Miyake, A.1    Friedman, N.P.2
  • 146
    • 0034242442 scopus 로고    scopus 로고
    • The unity and diversity of executive functions and their contributions to complex “frontal lobe” tasks: A latent variable analysis
    • Miyake, A., Friedman, N.P., Emerson, M.J., Witzki, A.H., Howerter, A., Wager, T.D., The unity and diversity of executive functions and their contributions to complex “frontal lobe” tasks: A latent variable analysis. Cognitive Psychology 41 (2000), 49–100.
    • (2000) Cognitive Psychology , vol.41 , pp. 49-100
    • Miyake, A.1    Friedman, N.P.2    Emerson, M.J.3    Witzki, A.H.4    Howerter, A.5    Wager, T.D.6
  • 147
    • 79952313247 scopus 로고    scopus 로고
    • The role of the executive functions in school achievement at the end of Grade 1
    • Monette, S., Bigras, M., Guay, M.-C., The role of the executive functions in school achievement at the end of Grade 1. Journal of Experimental Child Psychology 109 (2011), 158–173.
    • (2011) Journal of Experimental Child Psychology , vol.109 , pp. 158-173
    • Monette, S.1    Bigras, M.2    Guay, M.-C.3
  • 149
    • 84921132343 scopus 로고
    • Examining metamemory within the context of parent-child interactions
    • Moore, J.J., Mullis, R.L., Mullis, A.K., Examining metamemory within the context of parent-child interactions. Psychological Reports 59 (1986), 39–47.
    • (1986) Psychological Reports , vol.59 , pp. 39-47
    • Moore, J.J.1    Mullis, R.L.2    Mullis, A.K.3
  • 151
    • 0002447827 scopus 로고
    • Why investigate metacognition?
    • J. Metcalfe A.P. Shimamura MIT Press Cambridge, MA
    • Nelson, T.O., Narens, L., Why investigate metacognition?. Metcalfe, J., Shimamura, A.P., (eds.) Metacognition: Knowing about knowing, 1994, MIT Press, Cambridge, MA, 1–25.
    • (1994) Metacognition: Knowing about knowing , pp. 1-25
    • Nelson, T.O.1    Narens, L.2
  • 153
    • 0034854286 scopus 로고    scopus 로고
    • Error-related brain potentials are differentially related to awareness of response errors: Evidence from an antisaccade task
    • Nieuwenhuis, S., Ridderinkhof, K.R., Blom, J., Band, G.P.H., Kok, A., Error-related brain potentials are differentially related to awareness of response errors: Evidence from an antisaccade task. Psychophysiology 38 (2001), 752–760.
    • (2001) Psychophysiology , vol.38 , pp. 752-760
    • Nieuwenhuis, S.1    Ridderinkhof, K.R.2    Blom, J.3    Band, G.P.H.4    Kok, A.5
  • 154
    • 0032962671 scopus 로고    scopus 로고
    • A two-year longitudinal study of neuropsychological and cognitive performance in relation to behavioral problems and competencies in elementary school children
    • Nigg, J.T., Quamma, J.P., Greenberg, M.T., Kusche, C.A., A two-year longitudinal study of neuropsychological and cognitive performance in relation to behavioral problems and competencies in elementary school children. Journal of Abnormal Child Psychology 27 (1999), 51–63.
    • (1999) Journal of Abnormal Child Psychology , vol.27 , pp. 51-63
    • Nigg, J.T.1    Quamma, J.P.2    Greenberg, M.T.3    Kusche, C.A.4
  • 155
    • 0003229832 scopus 로고
    • Attention to action: Willed and automatic control of behaviour
    • R.J. Davidson G.E. Schwartz D. Shapiro Plenum Press New York
    • Norman, D.A., Shallice, T., Attention to action: Willed and automatic control of behaviour. Davidson, R.J., Schwartz, G.E., Shapiro, D., (eds.) Consciousness and self-regulation, 1980, Plenum Press, New York, 1–18.
    • (1980) Consciousness and self-regulation , pp. 1-18
    • Norman, D.A.1    Shallice, T.2
  • 156
    • 0030525054 scopus 로고    scopus 로고
    • Development of metacognitive concepts about thinking in gifted and nongifted children: Recent research
    • Alexander, J.M., Schwanenflugel, P.J., Development of metacognitive concepts about thinking in gifted and nongifted children: Recent research. Learning and Individual Differences 8 (1996), 305–325.
    • (1996) Learning and Individual Differences , vol.8 , pp. 305-325
    • Alexander, J.M.1    Schwanenflugel, P.J.2
  • 157
    • 34247099718 scopus 로고    scopus 로고
    • The developmental change of young pupils' metacognitive ability in mathematics in relation to their cognitive abilities
    • Panaoura, A., Philippou, G., The developmental change of young pupils' metacognitive ability in mathematics in relation to their cognitive abilities. Cognitive Development 22 (2007), 149–164.
    • (2007) Cognitive Development , vol.22 , pp. 149-164
    • Panaoura, A.1    Philippou, G.2
  • 158
    • 27944451481 scopus 로고    scopus 로고
    • Metamemory experiments in neurological populations: A review
    • Pannu, J.K., Kaszniak, A.W., Metamemory experiments in neurological populations: A review. Neuropsychology Review 15 (2005), 105–130.
    • (2005) Neuropsychology Review , vol.15 , pp. 105-130
    • Pannu, J.K.1    Kaszniak, A.W.2
  • 159
    • 84878807252 scopus 로고    scopus 로고
    • Examining implicit metacognition in 3.5-year-old children: An eye-tracking and pupillometric study
    • Paulus, M., Proust, J., Sodian, B., Examining implicit metacognition in 3.5-year-old children: An eye-tracking and pupillometric study. Frontiers in Psychology, 4, 2013, 145.
    • (2013) Frontiers in Psychology , vol.4 , pp. 145
    • Paulus, M.1    Proust, J.2    Sodian, B.3
  • 160
    • 84897668035 scopus 로고    scopus 로고
    • Metacognitive monitoring of oneself and others: Developmental changes during childhood and adolescence
    • Paulus, M., Tsalas, N., Proust, J., Sodian, B., Metacognitive monitoring of oneself and others: Developmental changes during childhood and adolescence. Journal of Experimental Child Psychology 122 (2014), 153–165.
    • (2014) Journal of Experimental Child Psychology , vol.122 , pp. 153-165
    • Paulus, M.1    Tsalas, N.2    Proust, J.3    Sodian, B.4
  • 162
    • 0036579677 scopus 로고    scopus 로고
    • Theory of mind and self-control: More than a common problem of inhibition
    • Perner, J., Lang, B., Kloo, D., Theory of mind and self-control: More than a common problem of inhibition. Child Development 73 (2002), 752–767.
    • (2002) Child Development , vol.73 , pp. 752-767
    • Perner, J.1    Lang, B.2    Kloo, D.3
  • 163
    • 0141827817 scopus 로고    scopus 로고
    • Working memory test battery for children (WMTB-C)
    • The Psychological Corporation London, England
    • Pickering, S.J., Gathercole, S.E., Working memory test battery for children (WMTB-C). 2001, The Psychological Corporation, London, England.
    • (2001)
    • Pickering, S.J.1    Gathercole, S.E.2
  • 164
    • 0004039198 scopus 로고
    • Verbal protocols of reading: The nature of constructively responsive reading
    • Routledge
    • Pressley, M., Afflerbach, P., Verbal protocols of reading: The nature of constructively responsive reading. 1995, Routledge.
    • (1995)
    • Pressley, M.1    Afflerbach, P.2
  • 165
    • 64249167462 scopus 로고    scopus 로고
    • Associations among false-belief understanding, executive function, and social competence: A longitudinal analysis
    • Razza, R.A., Blair, C., Associations among false-belief understanding, executive function, and social competence: A longitudinal analysis. Journal of Applied Developmental Psychology 30 (2009), 332–343.
    • (2009) Journal of Applied Developmental Psychology , vol.30 , pp. 332-343
    • Razza, R.A.1    Blair, C.2
  • 168
    • 16344378437 scopus 로고    scopus 로고
    • Executive processes, memory accuracy, and memory monitoring: An aging and individual difference analysis
    • Rhodes, M.G., Kelley, C.M., Executive processes, memory accuracy, and memory monitoring: An aging and individual difference analysis. Journal of Memory and Language 52 (2005), 578–594.
    • (2005) Journal of Memory and Language , vol.52 , pp. 578-594
    • Rhodes, M.G.1    Kelley, C.M.2
  • 169
    • 78751498925 scopus 로고    scopus 로고
    • The influence of delaying judgments of learning on metacognitive accuracy: A meta-analytic review
    • Rhodes, M.G., Tauber, S.K., The influence of delaying judgments of learning on metacognitive accuracy: A meta-analytic review. Psychological Bulletin 137 (2011), 131–148.
    • (2011) Psychological Bulletin , vol.137 , pp. 131-148
    • Rhodes, M.G.1    Tauber, S.K.2
  • 170
    • 7044241190 scopus 로고    scopus 로고
    • Neurocognitive mechanisms of cognitive control: The role of prefrontal cortex in action selection, response inhibition, performance monitoring, and reward-based learning
    • Ridderinkhof, K.R., van den Wildenberg, W.P.M., Segalowitz, S.J., Carter, C.S., Neurocognitive mechanisms of cognitive control: The role of prefrontal cortex in action selection, response inhibition, performance monitoring, and reward-based learning. Brain and Cognition 56 (2004), 129–140.
    • (2004) Brain and Cognition , vol.56 , pp. 129-140
    • Ridderinkhof, K.R.1    van den Wildenberg, W.P.M.2    Segalowitz, S.J.3    Carter, C.S.4
  • 172
    • 84903772746 scopus 로고    scopus 로고
    • Knowing right from wrong in mental arithmetic judgments: Calibration of confidence predicts the development of accuracy
    • Rinne, L.F., Mazzocco, M.M.M., Knowing right from wrong in mental arithmetic judgments: Calibration of confidence predicts the development of accuracy. PLoS One 9 (2014), 1–15.
    • (2014) PLoS One , vol.9 , pp. 1-15
    • Rinne, L.F.1    Mazzocco, M.M.M.2
  • 173
    • 78649697675 scopus 로고    scopus 로고
    • Explicit and implicit confidence judgments and developmental differences in metamemory: An eye-tracking approach
    • 299-250
    • Roderer, T., Roebers, C.M., Explicit and implicit confidence judgments and developmental differences in metamemory: An eye-tracking approach. Metacognition and Learning, 5, 2010 299-250.
    • (2010) Metacognition and Learning , vol.5
    • Roderer, T.1    Roebers, C.M.2
  • 174
    • 84892383699 scopus 로고    scopus 로고
    • Can you see me thinking (about my answers)? Using eye-tracking to illuminate developmental differences in monitoring and control skills and their relation to performance
    • Roderer, T., Roebers, C.M., Can you see me thinking (about my answers)? Using eye-tracking to illuminate developmental differences in monitoring and control skills and their relation to performance. Metacognition and Learning 9 (2014), 1–23.
    • (2014) Metacognition and Learning , vol.9 , pp. 1-23
    • Roderer, T.1    Roebers, C.M.2
  • 175
    • 0036835688 scopus 로고    scopus 로고
    • Confidence judgments in children's and adults event recall and suggestibility
    • Roebers, C.M., Confidence judgments in children's and adults event recall and suggestibility. Developmental Psychology 38 (2002), 1052–1067.
    • (2002) Developmental Psychology , vol.38 , pp. 1052-1067
    • Roebers, C.M.1
  • 177
    • 84868510444 scopus 로고    scopus 로고
    • Executive functioning, metacognition, and self-perceived competence in elementary school children: An explorative study on their interrelations and their role for school achievement
    • Roebers, C.M., Cimeli, P., Röthlisberger, M., Neuenschwander, R., Executive functioning, metacognition, and self-perceived competence in elementary school children: An explorative study on their interrelations and their role for school achievement. Metacognition and Learning 7 (2012), 151–173.
    • (2012) Metacognition and Learning , vol.7 , pp. 151-173
    • Roebers, C.M.1    Cimeli, P.2    Röthlisberger, M.3    Neuenschwander, R.4
  • 178
    • 84958638675 scopus 로고    scopus 로고
    • Linking executive functions and procedural metacognition
    • Roebers, C.M., Feurer, E., Linking executive functions and procedural metacognition. Child Development Perspectives 10 (2016), 39–44.
    • (2016) Child Development Perspectives , vol.10 , pp. 39-44
    • Roebers, C.M.1    Feurer, E.2
  • 179
    • 57849152911 scopus 로고    scopus 로고
    • Motor and cognitive control in a normative sample of 7-year-olds
    • Roebers, C.M., Kauer, M., Motor and cognitive control in a normative sample of 7-year-olds. Developmental Science 12 (2009), 175–181.
    • (2009) Developmental Science , vol.12 , pp. 175-181
    • Roebers, C.M.1    Kauer, M.2
  • 180
    • 84891488147 scopus 로고    scopus 로고
    • Metacognitive monitoring and control in elementary school children: Their interrelations and their role for test performance
    • Roebers, C.M., Krebs, S.S., Roderer, T., Metacognitive monitoring and control in elementary school children: Their interrelations and their role for test performance. Learning and Individual Differences 29 (2014), 141–149.
    • (2014) Learning and Individual Differences , vol.29 , pp. 141-149
    • Roebers, C.M.1    Krebs, S.S.2    Roderer, T.3
  • 181
    • 80052286485 scopus 로고    scopus 로고
    • School enrolment and executive functioning: A longitudinal perspective on developmental changes, the influence of learning context, and the prediction of pre-academic skills
    • Roebers, C.M., Röthlisberger, M., Cimeli, P., Michel, E., Neuenschwander, R., School enrolment and executive functioning: A longitudinal perspective on developmental changes, the influence of learning context, and the prediction of pre-academic skills. European Journal of Developmental Psychology 8 (2011), 526–540.
    • (2011) European Journal of Developmental Psychology , vol.8 , pp. 526-540
    • Roebers, C.M.1    Röthlisberger, M.2    Cimeli, P.3    Michel, E.4    Neuenschwander, R.5
  • 182
    • 84894494355 scopus 로고    scopus 로고
    • The relation between cognitive and motor performance and their relevance for children's transition to school: A latent variable approach
    • Roebers, C.M., Röthlisberger, M., Neuenschwander, R., Cimeli, P., Michel, E., Jäger, K., The relation between cognitive and motor performance and their relevance for children's transition to school: A latent variable approach. Human Movement Science 33 (2014), 284–297.
    • (2014) Human Movement Science , vol.33 , pp. 284-297
    • Roebers, C.M.1    Röthlisberger, M.2    Neuenschwander, R.3    Cimeli, P.4    Michel, E.5    Jäger, K.6
  • 183
    • 84986193512 scopus 로고    scopus 로고
    • The development of metacognitive monitoring and control in second graders: A short-term longitudinal study
    • Roebers, C.M., Spiess, M., The development of metacognitive monitoring and control in second graders: A short-term longitudinal study. Journal of Cognition and Development 18 (2017), 110–128.
    • (2017) Journal of Cognition and Development , vol.18 , pp. 110-128
    • Roebers, C.M.1    Spiess, M.2
  • 184
    • 84868559975 scopus 로고    scopus 로고
    • Improving executive functions in 5- and 6-year-olds: Evaluation of a small group intervention in prekindergarten and kindergarten children
    • Röthlisberger, M., Neuenschwander, R., Cimeli, P., Michel, E., Roebers, C.M., Improving executive functions in 5- and 6-year-olds: Evaluation of a small group intervention in prekindergarten and kindergarten children. Infant and Child Development 21 (2012), 411–429.
    • (2012) Infant and Child Development , vol.21 , pp. 411-429
    • Röthlisberger, M.1    Neuenschwander, R.2    Cimeli, P.3    Michel, E.4    Roebers, C.M.5
  • 185
    • 0000160949 scopus 로고
    • Developing understanding of the idea of communities of learners
    • Rogoff, B., Developing understanding of the idea of communities of learners. Mind, Culture, and Activity 1 (1994), 209–229.
    • (1994) Mind, Culture, and Activity , vol.1 , pp. 209-229
    • Rogoff, B.1
  • 186
    • 84869379927 scopus 로고    scopus 로고
    • Escape from meta-ignorance: How children develop an understanding of their own lack of knowledge
    • Rohwer, M., Kloo, D., Perner, J., Escape from meta-ignorance: How children develop an understanding of their own lack of knowledge. Child Development 83 (2012), 1869–1883.
    • (2012) Child Development , vol.83 , pp. 1869-1883
    • Rohwer, M.1    Kloo, D.2    Perner, J.3
  • 187
    • 0001173974 scopus 로고    scopus 로고
    • Temperament. In W. Damon (Series Ed.) & N. Eisenberg (Vol. Ed)., Handbook of Child Psychology: Social, Emotional, and Personality Development New York: Wiley.
    • Rothbart, M. K. & Bates, J. E. (1998). Temperament. In W. Damon (Series Ed.) & N. Eisenberg (Vol. Ed)., Handbook of Child Psychology: Social, Emotional, and Personality Development (pp. 105–176). New York: Wiley.
    • (1998) , pp. 105-176
    • Rothbart, M.K.1    Bates, J.E.2
  • 188
    • 77958103213 scopus 로고    scopus 로고
    • Contributions of attentional control to socioemotional and academic development
    • Rueda, M.R., Checa, P.N., Rothbart, M.K., Contributions of attentional control to socioemotional and academic development. Early Education and Development 21 (2010), 744–764.
    • (2010) Early Education and Development , vol.21 , pp. 744-764
    • Rueda, M.R.1    Checa, P.N.2    Rothbart, M.K.3
  • 189
    • 25444441461 scopus 로고    scopus 로고
    • The development of executive attention: Contributions to the emergence of self-regulation
    • Rueda, M.R., Posner, M.I., Rothbart, M.K., The development of executive attention: Contributions to the emergence of self-regulation. Developmental Neurpsychology 28 (2005), 573–594.
    • (2005) Developmental Neurpsychology , vol.28 , pp. 573-594
    • Rueda, M.R.1    Posner, M.I.2    Rothbart, M.K.3
  • 190
    • 84955742555 scopus 로고    scopus 로고
    • Memory Development from Early Childhood Through Emerging Adulthood
    • Springer
    • Schneider, W., Memory Development from Early Childhood Through Emerging Adulthood. 2015, Springer.
    • (2015)
    • Schneider, W.1
  • 191
    • 84970304971 scopus 로고
    • The effects of intelligence, self-concept, and attributional style on metamemory and memory behaviour
    • Schneider, W., Körkel, J., Weinert, F.E., The effects of intelligence, self-concept, and attributional style on metamemory and memory behaviour. International Journal of Behavioral Development 10 (1987), 281–299.
    • (1987) International Journal of Behavioral Development , vol.10 , pp. 281-299
    • Schneider, W.1    Körkel, J.2    Weinert, F.E.3
  • 192
    • 0034201659 scopus 로고    scopus 로고
    • Toward a cognitive neuroscience of metacognition
    • Shimamura, A.P., Toward a cognitive neuroscience of metacognition. Consciousness and Cognition 9 (2000), 313–323.
    • (2000) Consciousness and Cognition , vol.9 , pp. 313-323
    • Shimamura, A.P.1
  • 193
    • 34247165057 scopus 로고    scopus 로고
    • The adaptive nature of children's overestimation in a strategic memory task
    • Shin, H., Bjorklund, D.F., Beck, E.F., The adaptive nature of children's overestimation in a strategic memory task. Cognitive Development 22 (2007), 197–212.
    • (2007) Cognitive Development , vol.22 , pp. 197-212
    • Shin, H.1    Bjorklund, D.F.2    Beck, E.F.3
  • 194
    • 79959791283 scopus 로고    scopus 로고
    • Giftedness and metacognition: A short-term longitudinal investigation of metacognitive monitoring in the classroom
    • Snyder, K.E., Nietfeld, J.L., Linnenbrink-Garcia, L., Giftedness and metacognition: A short-term longitudinal investigation of metacognitive monitoring in the classroom. Gifted Child Quarterly 55 (2011), 181–193.
    • (2011) Gifted Child Quarterly , vol.55 , pp. 181-193
    • Snyder, K.E.1    Nietfeld, J.L.2    Linnenbrink-Garcia, L.3
  • 195
    • 0020776392 scopus 로고
    • Selective information use and perseveration in the search behavior of infants and young children
    • Sophian, C., Wellman, H.M., Selective information use and perseveration in the search behavior of infants and young children. Journal of Experimental Child Psychology 35 (1983), 369–390.
    • (1983) Journal of Experimental Child Psychology , vol.35 , pp. 369-390
    • Sophian, C.1    Wellman, H.M.2
  • 196
    • 84944748597 scopus 로고    scopus 로고
    • Prospective memory, executive functions, and metacognition are already differentiated in young elementary school children
    • Spiess, M.A., Meier, B., Roebers, C.M., Prospective memory, executive functions, and metacognition are already differentiated in young elementary school children. Swiss Journal of Psychology 74 (2015), 229–241.
    • (2015) Swiss Journal of Psychology , vol.74 , pp. 229-241
    • Spiess, M.A.1    Meier, B.2    Roebers, C.M.3
  • 197
    • 84959195361 scopus 로고    scopus 로고
    • Development and longitudinal relationships between children's executive functions, prospective memory, and metacognition
    • Spiess, M.A., Meier, B., Roebers, C.M., Development and longitudinal relationships between children's executive functions, prospective memory, and metacognition. Cognitive Development 38 (2016), 99–113.
    • (2016) Cognitive Development , vol.38 , pp. 99-113
    • Spiess, M.A.1    Meier, B.2    Roebers, C.M.3
  • 198
    • 0000688085 scopus 로고
    • Implicit theories of intelligence, creativity, and wisdom
    • Sternberg, R.J., Implicit theories of intelligence, creativity, and wisdom. Journal of Personality and Social Psychology 49 (1985), 1586–1608.
    • (1985) Journal of Personality and Social Psychology , vol.49 , pp. 1586-1608
    • Sternberg, R.J.1
  • 200
    • 84902325250 scopus 로고    scopus 로고
    • Socioeconomic status and parent–child relationships predict metacognitive questions to preschoolers
    • Thompson, R.B., Foster, B.J., Socioeconomic status and parent–child relationships predict metacognitive questions to preschoolers. Journal of Psycholinguistic Research 43 (2013), 315–333.
    • (2013) Journal of Psycholinguistic Research , vol.43 , pp. 315-333
    • Thompson, R.B.1    Foster, B.J.2
  • 201
    • 39149113776 scopus 로고    scopus 로고
    • Relation between intellectual ability and metacognitive skillfulness as predictors of learning performance of young students performing tasks in different domains
    • van der Stel, M., Veenman, M.V.J., Relation between intellectual ability and metacognitive skillfulness as predictors of learning performance of young students performing tasks in different domains. Learning and Individual Differences 18 (2008), 128–134.
    • (2008) Learning and Individual Differences , vol.18 , pp. 128-134
    • van der Stel, M.1    Veenman, M.V.J.2
  • 202
  • 203
    • 84898795078 scopus 로고    scopus 로고
    • Metacognitive skills and intellectual ability of young adolescents: A longitudinal study from a developmental perspective
    • van der Stel, M., Veenman, M.V.J., Metacognitive skills and intellectual ability of young adolescents: A longitudinal study from a developmental perspective. European Journal of Psychology of Education 29 (2014), 117–137.
    • (2014) European Journal of Psychology of Education , vol.29 , pp. 117-137
    • van der Stel, M.1    Veenman, M.V.J.2
  • 204
    • 84867569714 scopus 로고    scopus 로고
    • The increasing role of metacognitive skills in math: A cross-sectional study from a developmental perspective
    • van der Stel, M., Veenman, M., Deelen, K., Haenen, J., The increasing role of metacognitive skills in math: A cross-sectional study from a developmental perspective. ZDM: International Journal on Mathematics Education 42 (2010), 219–229.
    • (2010) ZDM: International Journal on Mathematics Education , vol.42 , pp. 219-229
    • van der Stel, M.1    Veenman, M.2    Deelen, K.3    Haenen, J.4
  • 205
    • 84863779302 scopus 로고    scopus 로고
    • Microgenetic patterns of children's multiplication learning: Confirming the overlapping waves model by latent growth modeling
    • van der Ven, S.H., Boom, J., Kroesbergen, E.H., Leseman, P.P., Microgenetic patterns of children's multiplication learning: Confirming the overlapping waves model by latent growth modeling. Journal of Experimental Child Psychology 113 (2012), 1–19.
    • (2012) Journal of Experimental Child Psychology , vol.113 , pp. 1-19
    • van der Ven, S.H.1    Boom, J.2    Kroesbergen, E.H.3    Leseman, P.P.4
  • 206
    • 84871026056 scopus 로고    scopus 로고
    • Activation of inaccurate prior knowledge affects primary-school students' metacognitive judgments and calibration
    • van Loon, M.H., de Bruin, A.B.H., van Gog, T., van Merriënboer, J.J.G., Activation of inaccurate prior knowledge affects primary-school students' metacognitive judgments and calibration. Learning and Instruction 24 (2013), 15–25.
    • (2013) Learning and Instruction , vol.24 , pp. 15-25
    • van Loon, M.H.1    de Bruin, A.B.H.2    van Gog, T.3    van Merriënboer, J.J.G.4
  • 207
    • 84879965122 scopus 로고    scopus 로고
    • The effect of delayed-JOLs and sentence generation on children's monitoring accuracy and regulation of idiom study
    • van Loon, M.H., de Bruin, A.B.H., van Gog, T., van Merriënboer, J.J.G., The effect of delayed-JOLs and sentence generation on children's monitoring accuracy and regulation of idiom study. Metacognition and Learning 8 (2013), 173–191.
    • (2013) Metacognition and Learning , vol.8 , pp. 173-191
    • van Loon, M.H.1    de Bruin, A.B.H.2    van Gog, T.3    van Merriënboer, J.J.G.4
  • 208
    • 84903376335 scopus 로고    scopus 로고
    • Can students evaluate their understanding of cause-and-effect relations? The effects of diagram completion on monitoring accuracy
    • van Loon, M.H., de Bruin, A.B.H., van Gog, T., van Merriënboer, J.J.G., Dunlosky, J., Can students evaluate their understanding of cause-and-effect relations? The effects of diagram completion on monitoring accuracy. Acta Psychologica 151 (2014), 141–154.
    • (2014) Acta Psychologica , vol.151 , pp. 141-154
    • van Loon, M.H.1    de Bruin, A.B.H.2    van Gog, T.3    van Merriënboer, J.J.G.4    Dunlosky, J.5
  • 209
    • 84938149862 scopus 로고    scopus 로고
    • How preschool executive functioning predicts several aspects of math achievement in Grades 1 and 3: A longitudinal study
    • Viterbori, P., Usai, M.C., Traverso, L., De Franchis, V., How preschool executive functioning predicts several aspects of math achievement in Grades 1 and 3: A longitudinal study. Journal of Experimental Child Psychology 140 (2015), 38–55.
    • (2015) Journal of Experimental Child Psychology , vol.140 , pp. 38-55
    • Viterbori, P.1    Usai, M.C.2    Traverso, L.3    De Franchis, V.4
  • 210
    • 84908101498 scopus 로고    scopus 로고
    • Young children bet on their numerical skills: Metacognition in the numerical domain
    • Vo, V.A., Li, R., Kornell, N., Pouget, A., Cantlon, J.F., Young children bet on their numerical skills: Metacognition in the numerical domain. Psychological Science 25 (2014), 1712–1721.
    • (2014) Psychological Science , vol.25 , pp. 1712-1721
    • Vo, V.A.1    Li, R.2    Kornell, N.3    Pouget, A.4    Cantlon, J.F.5
  • 211
    • 33947148258 scopus 로고    scopus 로고
    • Developmental changes in uncertainty monitoring during an event recall task
    • von der Linden, N., Roebers, C., Developmental changes in uncertainty monitoring during an event recall task. Metacognition and Learning 1 (2006), 213–228.
    • (2006) Metacognition and Learning , vol.1 , pp. 213-228
    • von der Linden, N.1    Roebers, C.2
  • 212
    • 79955063678 scopus 로고    scopus 로고
    • The effects of summary production and encoding condition on children's metacognitive monitoring
    • von der Linden, N., Schneider, W., Roebers, C.M., The effects of summary production and encoding condition on children's metacognitive monitoring. Metacognition and Learning 6 (2011), 3–23.
    • (2011) Metacognition and Learning , vol.6 , pp. 3-23
    • von der Linden, N.1    Schneider, W.2    Roebers, C.M.3
  • 213
    • 80053518797 scopus 로고    scopus 로고
    • Multiple processes underlying dimensional change card sort performance: A developmental electrophysiological investigation
    • Waxer, M., Morton, J.B., Multiple processes underlying dimensional change card sort performance: A developmental electrophysiological investigation. Journal of Cognitive Neuroscience 23 (2011), 3267–3279.
    • (2011) Journal of Cognitive Neuroscience , vol.23 , pp. 3267-3279
    • Waxer, M.1    Morton, J.B.2
  • 215
    • 33645612292 scopus 로고
    • Assessing frontal lobe functioning in children: Views from developmental psychology
    • Welsh, M.C., Pennington, B.F., Assessing frontal lobe functioning in children: Views from developmental psychology. Developmental Neuropsychology 4 (1988), 199–230.
    • (1988) Developmental Neuropsychology , vol.4 , pp. 199-230
    • Welsh, M.C.1    Pennington, B.F.2
  • 218
    • 84933679722 scopus 로고    scopus 로고
    • Error awareness and the error-related negativity: Evaluating the first decade of evidence
    • Wessel, J.R., Error awareness and the error-related negativity: Evaluating the first decade of evidence. Frontiers in Human Neuroscience 6 (2012), 1–16.
    • (2012) Frontiers in Human Neuroscience , vol.6 , pp. 1-16
    • Wessel, J.R.1
  • 219
    • 42049094398 scopus 로고    scopus 로고
    • Using confirmatory factor analysis to understand executive control in preschool children: I
    • Wiebe, S.A., Espy, K.A., Charak, D., Using confirmatory factor analysis to understand executive control in preschool children: I. Latent structure. Developmental Psychology 44 (2008), 575–587.
    • (2008) Latent structure. Developmental Psychology , vol.44 , pp. 575-587
    • Wiebe, S.A.1    Espy, K.A.2    Charak, D.3
  • 221
    • 84866924946 scopus 로고    scopus 로고
    • Executive function in early childhood: Longitudinal measurement invariance and developmental change
    • Willoughby, M.T., Wirth, R.J., Blair, C.B., the Family Life Project Investigators. Executive function in early childhood: Longitudinal measurement invariance and developmental change. Psychological Assessment 24 (2012), 418–431.
    • (2012) Psychological Assessment , vol.24 , pp. 418-431
    • Willoughby, M.T.1    Wirth, R.J.2    Blair, C.B.3
  • 222
    • 0030528664 scopus 로고    scopus 로고
    • A metacognitive view of individual differences in self-regulated learning
    • Winne, P.H., A metacognitive view of individual differences in self-regulated learning. Learning and Individual Differences 8 (1996), 327–353.
    • (1996) Learning and Individual Differences , vol.8 , pp. 327-353
    • Winne, P.H.1
  • 223
    • 0012867376 scopus 로고    scopus 로고
    • Self-regulated learning viewed from models of information processing
    • B.J. Zimmerman D.H. Schunk Erlbaum Mahwah, NJ
    • Winne, P.H., Self-regulated learning viewed from models of information processing. Zimmerman, B.J., Schunk, D.H., (eds.) Self-regulated learning and academic achievement: Theoretical perspectives, 2001, Erlbaum, Mahwah, NJ, 153–190.
    • (2001) Self-regulated learning and academic achievement: Theoretical perspectives , pp. 153-190
    • Winne, P.H.1
  • 225
    • 84859526241 scopus 로고    scopus 로고
    • Metacognition in human decision making: Confidence and error monitoring
    • Yeung, N., Summerfield, C., Metacognition in human decision making: Confidence and error monitoring. Philosophical Transactions of the Royal Society 367 (2012), 1310–1321.
    • (2012) Philosophical Transactions of the Royal Society , vol.367 , pp. 1310-1321
    • Yeung, N.1    Summerfield, C.2
  • 226
    • 84945567003 scopus 로고    scopus 로고
    • Executive function: Reflection, iterative reprocessing, complexity, and the developing brain
    • Zelazo, P.D., Executive function: Reflection, iterative reprocessing, complexity, and the developing brain. Developmental Review 38 (2015), 55–68.
    • (2015) Developmental Review , vol.38 , pp. 55-68
    • Zelazo, P.D.1
  • 228
    • 84904282800 scopus 로고
    • Self-regulated learning and academic-achievement: An overview
    • Zimmerman, B.J., Self-regulated learning and academic-achievement: An overview. Educational Psychologist 25 (1990), 3–17.
    • (1990) Educational Psychologist , vol.25 , pp. 3-17
    • Zimmerman, B.J.1
  • 229
    • 43449127813 scopus 로고    scopus 로고
    • Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects
    • Zimmerman, B.J., Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal 45 (2008), 166–183.
    • (2008) American Educational Research Journal , vol.45 , pp. 166-183
    • Zimmerman, B.J.1


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.