Fourth graders outperform second graders on secret-code performance and restudy effectiveness, but not on self-monitoring discrimination¶
Claim · All claims
Evidence · 1 study · associationalr2·q2
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Performance was higher for fourth than second graders (t(304) = 3.60, p < .001). → Mariëtte H. van Loon 2021
q2 i? Fourth graders' restudy selections were more effective than second graders' (t(206) = 2.74, p = .007), because they selected more incorrect-response items for restudy (45.10% vs 29.79%). → Mariëtte H. van Loon 2021
q2 i? The ability to discriminate correct from incorrect responses in confidence judgments did not differ between grades (t(193) = .09, p = .93). → Mariëtte H. van Loon 2021
Evidence¶
Mariëtte H. van Loon 2021¶
Mariëtte H. van Loon, et al. (2021). Connecting teachers' classroom instructions with children's metacognition and learning in elementary school. Metacognition and Learning. https://doi.org/10.1007/s11409-020-09248-2
q2 · i? · associational · r2
Child-level comparisons of 308 children (139 second graders, 169 fourth graders) on the secret code task. Fourth graders selected more incorrect-response items for restudy (45.10%, SD = 21.54 vs 29.79%, SD = 24.34); overall restudy percentage did not differ (t(306) = .46, p = .64).
"analyses show that fourth graders' restudy selections were more effective than second graders' selections, t(206) = 2.74, p = .007. That is, fourth graders most accurately differentiated between learned and not-yet learned items."
Discussion¶
Related Claims¶
- Monitoring discrimination and overconfidence improve with age between kindergarten and second grade — reports the opposite
- Fourth graders monitor and control answers to open-ended questions more accurately than second graders, but no significant age difference was found for true-false questions — related
- Elementary school children show distinct latent profiles of procedural metacognition combining monitoring accuracy, restudy effectiveness, and decision accuracy across tasks — related
- Monitoring-based control (the relation between confidence judgments and maintenance decisions) is stronger for fourth graders than second graders and strengthens over time for open-ended questions — related
- Effective restudy selection is the metacognitive skill that most distinguishes children's profiles — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
grade-differences-performance-restudy-not-self-monitoring |
title |
Fourth graders outperform second graders on secret-code performance and restudy effectiveness, but not on self-monitoring discrimination |
description |
Fourth graders outperform second graders on secret-code performance and restudy effectiveness, but not on self-monitoring discrimination |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2021 |
generated |
by process:wiki-ingest on 2026-10-19 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — mariëtte-h-van-loon-2021 |
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