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Can you see me thinking (about my answers)? Using eye-tracking to illuminate developmental differences in monitoring and control skills and their relation to performance

Roderer, Thomas ; Roebers, Claudia

In: Metacognition and Learning, 2014, vol. 9, no. 1, p. 1-23

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    Title
    • Can you see me thinking (about my answers)? Using eye-tracking to illuminate developmental differences in monitoring and control skills and their relation to performance
    Author
    • Roderer, Thomas. Department of Psychology, University of Bern, Fabrikstrasse 8, CH-3012, Bern, Switzerland
    • Roebers, Claudia. Department of Psychology, University of Bern, Fabrikstrasse 8, CH-3012, Bern, Switzerland
    Document Type
    • Postprint
    Language
    • English
    Published in
    • Metacognition and Learning, 2014, vol. 9, no. 1, p. 1-23. Springer US; http://www.springer-ny.com
    Other Version
    OAI-PMH Identifier
    • oai:doc.rero.ch:325994
    Summary
    This study focuses on relations between 7- and 9-year-old children's and adults' metacognitive monitoring and control processes. In addition to explicit confidence judgments (CJ), data for participants' control behavior during learning and recall as well as implicit CJs were collected with an eye-tracking device (Tobii 1750). Results revealed developmental progression in both accuracy of implicit and explicit monitoring across age groups. In addition, efficiency of learning and recall strategies increases with age, as older participants allocate more fixation time to critical information and less time to peripheral or potentially interfering information. Correlational analyses, recall performance, metacognitive monitoring, and controlling indicate significant interrelations between all of these measures, with varying patterns of correlations within age groups. Results are discussed in regard to the intricate relationship between monitoring and recall and their relation to performance.