Young children with limited vocabulary express metacognitive knowledge through behavioral and nonverbal expressions as well as verbalizations¶

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

Subclaims¶

q2 i? Children behaviorally expressed strategies aligned with task criteria, and the authors attribute this to limited vocabulary pushing children toward behavioral expression. → Ebru Aydın 2022

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

From the “Measuring rods” episode (Table 15): both children indicated what needed attention in the task and behaviorally expressed the strategies that should be implemented based on the task criteria. The authors attribute this to limited vocabulary.

"As seen in this example, the limited vocabulary of young children causes them to resort to behavioral expressions to express their metacognitive knowledge."

Discussion¶

Related Claims¶

• Individual differences in metacognitive knowledge expressions relate to children's mathematical competence and verbalization style — 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
• Kindergartners struggle to give verbal causal explanations, but model-based tasks let most of them express causal ideas — related
• Children express metacognitive knowledge of self by identifying their own mistakes and weaknesses in academic working skills during measurement activities — related
• Children develop and demonstrate task-specific strategies through peer interaction, including instructing others and explaining why strategies work — related
• Children demonstrate knowledge of others' cognitive processes by assessing peers' comprehension and identifying others' cognitive inadequacies during group work — related
• Peer interactions supported both children's metacognitive tasks and strategies, with children organizing performance using others' directions and evaluating others' performance — related
• Students with ASD always used verbal means to solicit help, plus nonverbal and verbal means to draw teachers' attention — related