Metacognitive monitoring in Kenyan, Chinese, and US children
Metacognitive monitoring in Kenyan, Chinese, and US children
Florian Jonas Buehler 1Laura Simone Lewis 2Zhen Zhang 3Hanna Schleihauf 4Yufei Zong 5Esther Herrmann 6Henriette Zeidler 7Jan M Engelmann1
作者信息
- 1. Department of Psychology, University of California, Berkeley, Berkeley, CA 94705, USA
- 2. Department of Psychological and Brain Sciences and Anthropology, UC Santa Barbara, CA, USA
- 3. Department of Psychology, University of Chinese Academy of Sciences, Beijing, China;CAS Key Laboratory of Behavioral Science, Institute of Psychology, Beijing, China
- 4. Utrecht University, Utrecht, Netherlands
- 5. Department of Cognitive Sciences, UC Irvine, CA, USA;Department of Psychology, University of Chinese Academy of Sciences, Beijing, China;CAS Key Laboratory of Behavioral Science, Institute of Psychology, Beijing, China
- 6. University of Portsmouth, Portsmouth, UK
- 7. Sapienza University of Rome, Rome, Italy
- 折叠
摘要
Theories of cognitive development propose that cultural values shape metacognitive skills. However, cross-cultural research on metacognition remains limited and often relies on verbal assessments that may lack validity across cultural contexts. The present study examined metacognitive monitoring in Kenyan, Chinese, and US children (N=95; 6-10-year-olds; 46% female) using a non-verbal problem-solving task in which children assembled objects according to a model. Across all three cultural contexts, children exhibited various monitoring behaviors (e.g., checking the model), and the frequency of these behaviors increased with age. Cross-cultural differences emerged in the specific monitoring strategies children used: Chinese children engaged in more thorough monitoring than Kenyan and US children. These findings highlight both culturally-recurrent and culturally-variable patterns in children’s metacognitive monitoring.
Abstract
Theories of cognitive development propose that cultural values shape metacognitive skills. However, cross-cultural research on metacognition remains limited and often relies on verbal assessments that may lack validity across cultural contexts. The present study examined metacognitive monitoring in Kenyan, Chinese, and US children (N=95; 6-10-year-olds; 46% female) using a non-verbal problem-solving task in which children assembled objects according to a model. Across all three cultural contexts, children exhibited various monitoring behaviors (e.g., checking the model), and the frequency of these behaviors increased with age. Cross-cultural differences emerged in the specific monitoring strategies children used: Chinese children engaged in more thorough monitoring than Kenyan and US children. These findings highlight both culturally-recurrent and culturally-variable patterns in childrens metacognitive monitoring.关键词
metacognition/monitoring/development/cross-cultural/problem-solving/Kenya/China/USKey words
metacognition/monitoring/development/cross-cultural/problem-solving/Kenya/China/US引用本文复制引用
Florian Jonas Buehler,Laura Simone Lewis,Zhen Zhang,Hanna Schleihauf,Yufei Zong,Esther Herrmann,Henriette Zeidler,Jan M Engelmann.Metacognitive monitoring in Kenyan, Chinese, and US children[EB/OL].(2026-10-26)[2026-10-30].https://chinaxiv.org/abs/202610.00205.学科分类
科学、科学研究
