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Related Experiment Videos

Children's beliefs about everyday reasoning.

Jennifer Amsterlaw1

  • 1Institute for learning and Brain Sciences, University of Washington, Seattle, WA 98195, USA. amsterj@u.washington.edu

Child Development
|April 14, 2006
PubMed
Summary

Children develop the ability to distinguish reasoning from non-reasoning and evaluate thinking quality. Metacognition about reasoning improves with age, with a focus shifting to thinking processes by 5th grade.

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Area of Science:

  • Cognitive Development
  • Metacognition
  • Reasoning Skills

Background:

  • Metacognition, or thinking about thinking, is crucial for cognitive development.
  • Understanding everyday reasoning and distinguishing it from non-reasoning is a key aspect of metacognitive ability.
  • Previous research indicates developmental changes in children's reasoning and problem-solving skills.

Purpose of the Study:

  • To investigate how children's metacognition develops regarding everyday reasoning.
  • To assess children's ability to differentiate between reasoning and non-reasoning.
  • To examine how children distinguish between "good" and "bad" reasoning processes.

Main Methods:

  • Two studies were conducted involving 1st, 3rd, and 5th graders, as well as adults.
  • Participants evaluated various scenarios depicting reasoning, non-reasoning, and automatic responses.
  • Study 2 specifically assessed the evaluation of good versus bad reasoning processes.

Main Results:

  • All age groups could distinguish reasoning from non-reasoning (type b) scenarios.
  • Age-related improvements were observed in distinguishing reasoning from automatic responses (type c).
  • Developmental changes included improved discrimination of thinking processes by 3rd grade and a shift to process-focused evaluation by 5th grade.

Conclusions:

  • Children's metacognition about everyday reasoning undergoes significant development.
  • Distinguishing reasoning from automatic responses improves with age.
  • By 5th grade, children begin to adopt an adult-like, process-oriented view of thinking quality.

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