The Development of Metacognitive Knowledge in Children and Adolescents: Major Trends and Implications for Education

ABSTRACT— This article gives an overview of developmental trends in research on metacognition in children and adolescents. Whereas a first wave of studies focused on the assessment of declarative and procedural metacognitive knowledge in schoolchildren and adolescents, a second wave focused on very young children's "theory of mind" (ToM). Findings from a recent longitudinal study are presented that demonstrate developmental links between early ToM and subsequent declarative metacognitive knowledge, mainly mediated by language competencies. The relevant literature further indicates that developmental trends in declarative and procedural metacognitive knowledge clearly differ. Whereas the findings for declarative metacognitive knowledge show steady improvement through childhood and adolescence, mainly due to increases in knowledge about strategies, the results are not similarly clear-cut for procedural metacognition. Age trends observed for this component of metacognition are significant for self-control activities but not pronounced for monitoring abilities. These findings have important implications for education, emphasizing the role of strategy training procedures in different instructional domains and illustrating teachers' potential impact on the improvement of monitoring and control processes.     

The relative contributions of vocabulary,decoding, and phonemic awareness to word reading in English versus German

Beginning readers in shallow orthographies acquire word reading skills more quickly than in deep orthographies like English. In addition to extending this evidence base by comparing reading acquisition in English with the more transparent German, we conducted a longitudinal study and investigated whether different early reading skills made different contributions to word reading as a function of orthography. Children (n = 133) were recruited from the first year of primary school in New Zealand (age 5;8) and Germany (age 7;2) and from kindergartens in Germany (age 5;0) to provide both age- and schooling-matched samples. Parallel measures of phonemic awareness, vocabulary, decoding skill, and word reading (accuracy) were administered at two time points, 1 year apart. An advantage for orthography and school attendance existed for reading development. Vocabulary made a greater contribution to word reading in English than in German as did decoding skill. Findings underscore the relative importance of vocabulary and decoding skills for early reading in English.     

The knowledge base and text recall: Evidence from a short-term longitudinal study

In a short-term longitudinal study, we investigated how domain-specific knowledge in soccer influences the amount of text recall and comprehension in elementary school and junior high school children of high and low overall aptitudes. Both level of soccer knowledge and overall aptitude were varied in a factorial design. Third, fifth, and seventh grade children were given several measures of text recall and comprehension and were retested on these measures about 1 year later. Performance was more a function of soccer knowledge than of aptitude level.     

MEDIA TONE AND PUBLIC OPINION: A LONGITUDINAL STUDY OF MEDIA COVERAGE AND PUBLIC OPINION ON CHANCELLOR KOHL

This study investigates the relationship between media coverageof Helmut Kohl in seven leading German print media and the opinionsof the German general public about the politician between 1975and 1984. For the content analysis evaluative assessments aboutHelmut Kohl on six different dimensions of characteristics werecoded. The analysis of public opinion is based on 72 representativesurveys in which respondents expressed their evaluations ofthe politician. The two time series were compared by means ofcross-lagged correlations. The whole period was first examinedwith aggregations of three-months-intervals; then closer attentionwas paid to the time period since Helmut Kohl took office aschancellor on the basis of monthly intervals. In both cases,the results show that evaluation shifts in the media precedesimilar evaluation shifts in public opinion with a time lagof about three to six months for the whole period of investigation,and a somewhat shorter time lag for the time of his chancellorship.Evaluation shifts in the political magazines Der Spiegel andStern were more closely related to public opinion than evaluationshifts in the national dailies.