Stop and think: Additional time supports monitoring processes in young children.

ABSTRACT: When children evaluate their certainty, monitoring is often inaccurate. Even though young children struggle to estimate their confidence, existing research shows that monitoring skills are developing earlier than expected. Using a paired associates learning task with integrated monitoring, we implemented a time window to-"Stop and Think"-before children generated their answers and evaluated their confidence in the chosen response. Results show that kindergarten and second grade children in the-"Stop and Think"-condition have higher monitoring accuracy than the control group. Implementing a time window thus seems to support children in their evaluation of different certainty levels. Relating individual differences in independently measured inhibitory control skills revealed a correlation be

SUBMITTER: Wacker S 

PROVIDER: S-EPMC9477363 | biostudies-literature | 2022

REPOSITORIES: biostudies-literature