The relationship among metacognite aware, executive control and verbal ability during childhood (Bachelor thesis)

Ναλμπάντη, Αναστασία/ Ντουμανίδου, Αντωνία/ Tζελέπη, Γεωργία/ Nalmpanti, Anastasia/ Ntoumanidou, Antonia/ Tzelepi, Georgia

This study explores the relationship between metacognitive awareness, executive function and verbal ability at school age. The survey involved 15 pupils aged 11 to 12 years. The participants were tested on two verbal works which aimed at the verbal - propositional capacity. Moreover, the method of spoken thought was used to determine the self-awareness of the participants in the process of solving verbal works. Examination of participants was done on an individual level. The processing of the results was based on the current literature on the structure of the cognitive system. It turned out that the performance (high or low) leads to, developed or not, metacognitive capacity. The results showed a direct correlation of the acquisition of metacognitive awareness with executive function and thinking aloud for effective problem solving. As regards conservation errors, it was not possible to draw firm conclusions
Institution and School/Department of submitter: Δημοκρίτειο Πανεπιστήμιο Θράκης. Σχολή Επιστημών Αγωγής. Παιδαγωγικό Τμήμα Δημοτικής Εκπαίδευσης
Subject classification: Metacognition in children
Verbal ability in children
Keywords: Γνωστική επίδοση,Εκτελεστικός έλεγχος,Έκφωνη σκέψη,Επίλυση προβλημάτων,Μεταγνωστική ενημερότητα,Cognitive performance,Executive function,Thinking aloud,Solving problems,Metacognitive awareness

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