Behaviors speak louder than explicit reports: Implicit metacognition in 2.5‐year‐old children. Issue 2 (19th September 2018)

• Record Type: Journal Article
• Authors: Geurten, Marie; Bastin, Christine
• Is Part Of: Developmental science. Volume 22:Issue 2(2019)
• Page Start: n/a
• Page End: n/a
• Publication Date: 2018-09-19
• Subjects: explicit -- implicit -- judgment -- metacognition -- preschoolers -- uncertainty; Developmental psychology -- Periodicals; Psychology, Comparative -- Periodicals; 155
• DOI: 10.1111/desc.12742
• Languages: English
• ISSNs: 1363-755X

Abstract

Abstract: Recent research has shown that children as young as age 3.5 show behavioral responses to uncertainty although they are not able to report it explicitly. In this study, we tested the hypothesis that some form of metacognition is already available to guide children's decisions before the age of 3. Two groups of 2.5‐ and 3.5‐year‐old children were asked to complete a forced‐choice perceptual identification test and to explicitly rate their confidence in each decision. Moreover, participants had the opportunity to ask for a cue to help them decide if their response was correct. Our results revealed that all children asked for a cue more often after an incorrect response than after a correct response in the forced‐choice identification test, indicating a good ability to implicitly introspect on the results of their cognitive operations. On the contrary, none of these children displayed metacognitive sensitivity when making explicit confidence judgments, consistent with previous evidence of later development of explicit metacognition. Critically, our findings suggest that implicit metacognition exists much earlier than typically assumed, as early as 2.5 years of age. Abstract : Children aged of 2.5 and 3.5 years completed a perceptual identification test and (a) were asked to explicitly rate their confidence in each decision (explicit metacognition), (b) had the opportunity to ask for a cue to help them decide if their response was correct (implicit metacognition). All children asked for a cue more often after an incorrect response. However, none of them displayed metacognitive sensitivity when making explicit judgments.