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Metacognition is a conscious process where individuals are aware of their cognitive and executive processes, such as planning before solving a problem or self-monitoring during reading. For instance, a writer may need help with composing a piece. The situation involves a writer who is working on a piece of writing, but while doing so, they realize that something is missing. They notice that their characters lack depth or details. This realization occurs because the writer is reflecting on their...
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Related Experiment Video

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Metacognitive Precursors: An Analysis in Children with Different Disabilities.

María Consuelo Sáiz Manzanares1, Miguel Ángel Carbonero Martín2

  • 1Department of Health Science, University of Burgos, 09001 Burgos, Castilla y Leon, Spain. mcsmanzanares@ubu.es.

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|October 26, 2017
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Summary

This study validated the Scale Measuring Precursor Metacognitive Skills (SMPMS) for children with disabilities. Findings reveal differences in metacognitive skill development among various disabilities.

Keywords:
disabilitiesmetacognitionprecursorsvalidation scale

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Area of Science:

  • Developmental Psychology
  • Special Education
  • Cognitive Science

Background:

  • Metacognitive skills are crucial for guiding the learning process.
  • Research indicates these skills emerge in early childhood.
  • Understanding metacognitive development in children with disabilities is essential.

Purpose of the Study:

  • To validate the Scale Measuring Precursor Metacognitive Skills (SMPMS) for children with diverse disabilities.
  • To investigate significant differences in precursor metacognitive skill use across different disability types.

Main Methods:

  • The study involved 87 children aged 24-37 months with various disabilities.
  • The Scale Measuring Precursor Metacognitive Skills (SMPMS) was administered.
  • Statistical analyses were performed to assess reliability, validity, and group differences.

Main Results:

  • The SMPMS demonstrated high reliability and validity.
  • Two factors were identified: cognitive/metacognitive skills and self-regulation in response to adults.
  • Significant differences were observed in skill acquisition between children with global developmental retardation and those with language disabilities.

Conclusions:

  • The SMPMS is a reliable and valid tool for assessing precursor metacognitive skills in young children with disabilities.
  • Early metacognitive and self-regulation skills vary significantly across different disability profiles.
  • These findings inform targeted interventions for supporting cognitive development in vulnerable populations.