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THE IMPACT OF METACOGNITIVE REPRESENTATIONS AND FEEDBACK ON CHILDREN’S DISAMBIGUATION PREDICTION

Henning, Kyle Joseph
http://rave.ohiolink.edu/etdc/view?acc_num=kent1650919590946354

Abstract Details

2022, PHD, Kent State University, College of Arts and Sciences / Department of Psychological Sciences.
Even one-year-olds show the so-called disambiguation effect, which is a tendency to select a novel object rather than a familiar object as the referent of a novel label. The strength of this effect increases over the preschool years. This age trend may be due in part to advances in metacognition. The accuracy of preschoolers’ lexical knowledge judgment mediates the association between age and strength of the disambiguation effect. Also, their judgments about object label knowledge accounted for why most 4-year-olds, but only a few 3-year-olds could predict the solution to a new disambiguation problem before hearing the novel label (Henning & Merriman, 2019). Study 1 tested whether more preschoolers could make this kind of prediction if they were told that the labels were ones “you have never heard before.” Results supported this hypothesis, but only for the younger children. Also, children’s tendency to make these predictions was positively associated with their ability to give accurate reports of whether various words or pseudowords had known meanings. Study 2, which used an online rather than face-to-face testing procedure, demonstrated that 3-year-olds only learned how to solve the original prediction problem if they received direct rather than indirect feedback. When they receive helpful cues, most 3-year-olds can solve a disambiguation problem before hearing the novel label. Thus, most 3-year-olds can form metacognitive representations of the elements of the disambiguation problem and use these to draw inferences about the reference of a label.
William Merriman (Advisor)
Maria Zaragoza (Committee Member)
Bradley Morris (Committee Member)
Jeffrey Ciesla (Committee Member)
78 p.
Cognitive Psychology; Developmental Psychology; Psychology
Disambiguation; Mutual Exclusivity; Word Learning; Metacognition

Recommended Citations

Citations

  • Henning, K. J. (2022). THE IMPACT OF METACOGNITIVE REPRESENTATIONS AND FEEDBACK ON CHILDREN’S DISAMBIGUATION PREDICTION [Doctoral dissertation, Kent State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=kent1650919590946354

    APA Style (7th edition)

  • Henning, Kyle. THE IMPACT OF METACOGNITIVE REPRESENTATIONS AND FEEDBACK ON CHILDREN’S DISAMBIGUATION PREDICTION. 2022. Kent State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=kent1650919590946354.

    MLA Style (8th edition)

  • Henning, Kyle. "THE IMPACT OF METACOGNITIVE REPRESENTATIONS AND FEEDBACK ON CHILDREN’S DISAMBIGUATION PREDICTION." Doctoral dissertation, Kent State University, 2022. http://rave.ohiolink.edu/etdc/view?acc_num=kent1650919590946354

    Chicago Manual of Style (17th edition)

kent1650919590946354
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© 2022, all rights reserved.
This open access ETD is published by Kent State University and OhioLINK.