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

This study focuses on relations between 7- and 9-year-old children’s and adults’ metacognitive monitoring and control processes. In addition to explicit confidence judgments (CJ), data for participants’ control behavior during learning and recall as well as implicit CJs were collected with an eye-tracking device (Tobii 1750). Results revealed developmental progression in both accuracy of implicit and explicit monitoring across age groups. In addition, efficiency of learning and recall strategies increases with age, as older participants allocate more fixation time to critical information and less time to peripheral or potentially interfering information. Correlational analyses, recall performance, metacognitive monitoring, and controlling indicate significant interrelations between all of these measures, with varying patterns of correlations within age groups. Results are discussed in regard to the intricate relationship between monitoring and recall and their relation to performance.     

Volkserziehung in Peru: Die Wiedergewinnung des Alltäglichen

Ohne Zusammenfassung     

Job Analysis for Lkensure and Certfication Exams: Science or Politics?

How might empirical j o b analysis give the appearance of science to a flawed public policy? How do “political” factors have an impact on the development of licensure tests? What are areas for future research and for improvement of prevailing practices in licensure and certification testingy?