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Liu Y, Su Y, Xu G, et al. When do you know what you know? The emergence of memory monitoring. J Exp Child Psychol. 2017;166:34-48doi: 10.1016/j.jecp.2017.06.014.
Liu, Y., Su, Y., Xu, G., & Pei, M. (2018). When do you know what you know? The emergence of memory monitoring. Journal of experimental child psychology, 16634-48. https://doi.org/10.1016/j.jecp.2017.06.014
Liu, Yan, et al. "When do you know what you know? The emergence of memory monitoring." Journal of experimental child psychology vol. 166 (2018): 34-48. doi: https://doi.org/10.1016/j.jecp.2017.06.014
Liu Y, Su Y, Xu G, Pei M. When do you know what you know? The emergence of memory monitoring. J Exp Child Psychol. 2018 Feb;166:34-48. doi: 10.1016/j.jecp.2017.06.014. Epub 2017 Aug 31. PMID: 28863314.
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J Exp Child Psychol. 2018 Feb;166:34-48. doi: 10.1016/j.jecp.2017.06.014. Epub 2017 Aug 31.

When do you know what you know? The emergence of memory monitoring.

Journal of experimental child psychology

Yan Liu, Yanjie Su, Guoqing Xu, Meng Pei

Affiliations

  1. School of Psychological and Cognitive Sciences and Beijing Key Laboratory of Behavior and Mental Health, Peking University, Beijing 100871, People's Republic of China; School of Psychology, Liaoning Normal University, Dalian 116029, People's Republic of China; Liaoning Collaborative Innovation Center of Children and Adolescents Healthy Personality Assessment and Cultivation, Dalian 116029, People's Republic of China.
  2. School of Psychological and Cognitive Sciences and Beijing Key Laboratory of Behavior and Mental Health, Peking University, Beijing 100871, People's Republic of China. Electronic address: [email protected].
  3. Department of Psychology, Dalian Medical University, Dalian 116044, People's Republic of China.
  4. School of Psychological and Cognitive Sciences and Beijing Key Laboratory of Behavior and Mental Health, Peking University, Beijing 100871, People's Republic of China.

PMID: 28863314 DOI: 10.1016/j.jecp.2017.06.014

Abstract

Recent research on comparative metacognition shows that animals, like humans, can differentiate between what they know and what they do not know. However, not much is known about the metacognitive behaviors of human children during their early years. To explore the emergence of memory-monitoring skills, two experiments were conducted using nonverbal tasks adapted from the work of Kornell, Son, and Terrace (2007) and Hampton (2001). Experiment 1 endeavored to determine when children began to show the ability to monitor their memories retrospectively. Experiment 2 aimed to reveal when young children knew what they knew by assessing their prospective monitoring. The results suggested that 4- to 5-year-olds had the ability to judge retrospectively their accuracy in a serial position task, whereas 3- to 4-year-olds did not. In contrast, 4.5- to 5-year-olds could discern items present in and absent from their memory before recognition, whereas 4- to 4.5-year-olds could not. In conclusion, 4-year-olds began to make accurate confidence judgments retrospectively, and children who are approximately 4.5years old began to demonstrate prospective memory-monitoring skills.

Copyright © 2017 Elsevier Inc. All rights reserved.

Keywords: Emergence; Metacognitive behavior; Metamemory; Nonverbal task; Prospective monitoring; Retrospective monitoring

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