Children demonstrate knowledge of others' cognitive processes by assessing peers' comprehension and identifying others' cognitive inadequacies during group work¶

Claim · All claims
Evidence · 1 study (2 entries) · qualitative r3 · q2
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Dennis assessed a peer's comprehension ability by observing her rapid task completion, and Michael praised the correction, showing reflection on others' cognitive activities in group interaction. → Ebru Aydın 2022 q2 i? Dennis identified that peers could not count a large quantity of beans, expressing knowledge of others' cognitive limitations. → Ebru Aydın 2022 (2)

Evidence¶

Ebru Aydın 2022¶

Ebru Aydın, Çağlayan Dinçer. (2022). “I did it wrong, but i know it”: Young children’s metacognitive knowledge expressions during peer interactions in math activities. Thinking Skills and Creativity 45 (2022) 101104. https://doi.org/10.1016/j.tsc.2022.101104

q2 · i? · qualitative · r3

Episode from the “Shapes on our desk” area activity (Table 6): Dennis noted a child in another group "covered it quickly," assessed her comprehension, then corrected his own mistake; Michael praised him. The article reads this as knowledge of others' cognitive activities.

"In this example, it is seen that the children had knowledge of the cognitive activities of others in the working process and reflected on it in group interactions."

Ebru Aydın 2022 (2)¶

Ebru Aydın, Çağlayan Dinçer. (2022). “I did it wrong, but i know it”: Young children’s metacognitive knowledge expressions during peer interactions in math activities. Thinking Skills and Creativity 45 (2022) 101104. https://doi.org/10.1016/j.tsc.2022.101104

q2 · i? · qualitative · r3

Episode from the “Cylinders” volume activity (Table 10): Dennis said filling was easy but counting too many beans would defeat anyone. The authors interpret this as expressing knowledge of others' cognitive inadequacy.

"When these expressions of Dennis are examined, we see that by taking conservation principles into account in the cognitive process he could make comparisons to identify the differences between the cylinders."

Discussion¶

Related Claims¶

• Individual differences in metacognitive knowledge expressions relate to children's mathematical competence and verbalization style — related
• Children express metacognitive knowledge of self by identifying their own mistakes and weaknesses in academic working skills during measurement activities — related
• Young children's video interpretation of their own mathematical play reveals both mathematical and social-affective sensemaking — related
• Young children with limited vocabulary express metacognitive knowledge through behavioral and nonverbal expressions as well as verbalizations — related
• Children develop and demonstrate task-specific strategies through peer interaction, including instructing others and explaining why strategies work — related
• Five-year-old children reveal metacognitive knowledge of self, others, universal properties of cognition, and task-specific strategies during peer interactions in mathematical measurement activities — a broader claim this one bears on