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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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From Uncertainty to Performance Optimization: Longitudinal Insights Into Metacognitive Development.

Qianqian Wan1, Olivera Savic1,2, Mengcun Gao1

  • 1The Ohio State University, Columbus, Ohio, USA.

Child Development
|August 19, 2025
PubMed
Summary
This summary is machine-generated.

Children develop metacognitive monitoring and control between ages four and six. Early monitoring skills predict later control, shifting decision-making from uncertainty to performance optimization.

Keywords:
cognitive developmentexperimenter‐elicited responseslongitudinalmetacognitionself‐generated responses

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Area of Science:

  • Cognitive Development
  • Developmental Psychology
  • Neuroscience

Background:

  • Metacognition, encompassing monitoring and control, is crucial for cognitive development.
  • Understanding the developmental trajectory of metacognition in early childhood is essential.

Purpose of the Study:

  • To investigate the developmental progression of metacognitive monitoring and control in children aged four to six.
  • To compare children's metacognitive abilities with those of adults.
  • To examine the relationship between metacognitive monitoring and control.

Main Methods:

  • Longitudinal study design tracking children (N=148) aged 4-6 years.
  • Assessment of metacognitive monitoring and control via decision-making tasks with experimenter-elicited and self-generated responses.
  • Comparison with adult participants (N=26).

Main Results:

  • Children showed reliable task monitoring by age five and performance monitoring by age six (on self-generated measures).
  • Children's decision-making shifted from uncertainty-driven to performance-optimizing patterns around age six.
  • Cross-lagged panel analysis indicated that early monitoring abilities predicted subsequent control abilities.

Conclusions:

  • Metacognitive development in children involves a transition from uncertainty-based to performance-oriented decision-making.
  • Early metacognitive monitoring abilities are foundational for the development of metacognitive control.
  • Findings support the monitoring-drives-control theory of metacognitive development.