References
- Annevirta, T., & Vauras, M. (2001). Metacognitive knowledge in primary grades: A longitudinal study. European Journal of Psychology of Education, 16(2), 257–282. https://doi.org/https://doi.org/10.1007/BF03173029
- Antshel, K. M., & Nastasi, R. (2008). Metamemory development in prsechool children with ADHD. Journal of Applied Developmental Psychology, 29(5), 403–411. https://doi.org/https://doi.org/10.1016/j.appdev.2008.06.007
- Antshel, K. M., Polacek, C., McMahon, M., Dygert, K., Spenceley, L., Dygert, L., Miller, L., & Faisal, F. (2011). Comorbid ADHD and anxiety affect social skills group intervention treatment efficacy in children with autism spectrum disorders. Journal of Developmental and Behavioral Pediatrics: JDBP, 32(6), 439–446. https://doi.org/https://doi.org/10.1097/DBP.0b013e318222355d
- Arffa, S. (2007). The relationship of intelligence to executive function and non-executive function measures in a sample of average, above average, and gifted youth. Archives of Clinical Neuropsychology: The Official Journal of the National Academy of Neuropsychologists, 22(8), 969–978. https://doi.org/https://doi.org/10.1016/j.acn.2007.08.001
- Bebko, J. M., & Ricciuti, C. (2000). Executive functioning and memory strategy use in children with autism. Autism, 4(3), 299–320. https://doi.org/https://doi.org/10.1177/1362361300004003006
- Benedek, M., Jauk, E., Sommer, M., Arendasy, M., & Neubauer, A. C. (2014). Intelligence, creativity, and cognitive control: The common and differential involvement of executive functions in intelligence and creativity. Intelligence, 46, 73–83. https://doi.org/https://doi.org/10.1016/j.intell.2014.05.007
- Brown, A. (1978). Knowing when, where and how to remember. In R. Glaser (Ed.), Advances in Instructional Psychology (pp. 77–166). Lawrence Erlbaum Associates.
- Brown, A. L. (1987). Metacognition, executive function, self-regulation and other mysterious mechanisms. In F. E. Weinert & R. H. Kluwe (Eds.), Metacognition, motivation and understanding (pp. 65–116). Lawrence Erlbaum.
- Butler, R. W., & Mulhern, R. K. (2005). Neurocognitive interventions for children and adolescents surviving cancer. Journal of Pediatric Psychology, 30(1), 65–78. https://doi.org/https://doi.org/10.1093/jpepsy/jsi017
- Cicerone, K. D., Langenbahn, D. M., Braden, C., Malec, J. F., Kalmar, K., Fraas, M., Felicetti, T., Laatsch, L., Harley, J. P., Bergquist, T., Azulay, J., Cantor, J., & Ashman, T. (2011). Evidence-based cognitive rehabilitation: Updated review of the literature from 2003 through 2008. Archives of Physical Medicine and Rehabilitation, 92(4), 519–530. https://doi.org/https://doi.org/10.1016/j.apmr.2010.11.015
- Comoldi, C., Barbieri, A., Gaiani, C., Zocchi, S., Comoldi, C., Barbieri, A, & Zocchi, S. (1999). Strategic memory deficits in attention deficit disorder with hyperactivity participants: The role of executive processes. Developmental Neuropsychology, 15(1), 53–71. https://doi.org/https://doi.org/10.1080/87565649909540739
- Cornoldi, C., Carretti, B., Drusi, S., & Tencati, C. (2015). Improving problem solving in primary school students: The effect of a training programme focusing on metacognition and working memory. The British Journal of Educational Psychology, 85(3), 424–439. https://doi.org/https://doi.org/10.1111/bjep.12083
- Cross, D. R., & Paris, S. G. (1988). Developmental and instructional analyses of children’s metacognition and reading comprehension. Journal of Educational Psychology, 80(2), 131–142. https://doi.org/https://doi.org/10.1037/0022-0663.80.2.131
- Destan, N., Hembacher, E., Ghetti, S., & Roebers, C. M. (2014). Early metacognitive abilities: The interplay of monitoring and control processes in 5- to 7-year-old children. Journal of Experimental Child Psychology, 126, 213–228. https://doi.org/https://doi.org/10.1016/j.jecp.2014.04.001
- Destan, N., Spiess, M. A., de Bruin, A., van Loon, M., & Roebers, C. M. (2017). 6- and 8-year-olds’ performance evaluations: Do they differ between self and unknown others. Metacognition and Learning, 12(3), 315–336. https://doi.org/https://doi.org/10.1007/s11409-017-9170-5
- Dua, V. (2003). Standards and guidelines for the assessment of young children with autism spectrum disorder in British Columbia: An evidence-based report prepared for the British Columbia Ministry of Health Planning.
- Dutilh, G., Van Ravenzwaaij, D., Nieuwenhuis, S., Van der Maas, H. L. J., Forstmann, B. U., & Wagenmakers, E. J. (2012). How to measure post-error slowing: A confound and a simple solution. Journal of Mathematical Psychology, 56(3), 208–216. https://doi.org/https://doi.org/10.1016/j.jmp.2012.04.001
- Ehlhardt, L. A., Sohlberg, M. M., Kennedy, M., Coelho, C., Ylvisaker, M., Turkstra, L., & Yorkston, K. (2008). Evidence-based practice guidelines for instructing individuals with neurogenic memory impairments: What have we learned in the past 20 years? Neuropsychological Rehabilitation, 18(3), 300–342. https://doi.org/https://doi.org/10.1080/09602010701733190
- Ellis, A. K., Bond, J. B., & Denton, D. W. (2012). An analytical literature review of the effects of metacognitive teaching strategies in primary and secondary student populations. Asia Pacific Journal of Educational Development, 1(June), 9–23. https://doi.org/https://doi.org/10.6228/APJED.01.01.02
- Ellis, A. K., Denton, D. W., & Bond, J. B. (2014). An analysis of research on metacognitive teaching strategies. Procedia – Social and Behavioral Sciences, 116, 4015–4024. https://doi.org/https://doi.org/10.1016/j.sbspro.2014.01.883
- Esken, F. (2012). Early forms of metacognition in human children. In M. J. Beran, J. L. Brandl, J. Perner, & J. Proust (Eds.), Foundations of Metacognition (pp. 134–145). Oxford University Press.
- Espinet, S. D., Anderson, J. E., & David, P. (2013). Developmental cognitive neuroscience reflection training improves executive function in preschool-age children: Behavioral and neural effects. Developmental Cognitive Neuroscience, 4, 3–15. https://doi.org/https://doi.org/10.1016/j.dcn.2012.11.009
- Feitler, F. C., & Hellekson, L. E. (1993). Active verbalization of metacognitive awareness yields positive achievement gains in at-risk fist graders. Reading Research and Instruction, 33(1), 1–11. https://doi.org/https://doi.org/10.1080/19388079309558139
- Fernandez-Duque, D., Baird, J. A., & Posner, M. I. (2000). Executive attention and metacognitive regulation. Consciousness and Cognition, 9(2 Pt 1), 288–307. https://doi.org/https://doi.org/10.1006/ccog.2000.0447
- Flavell, J. H. (1979). Metacognition and cognitive monitoring a new area of cognitive-developmental inquiry. American Psychologist, 34(10), 906–911. https://doi.org/https://doi.org/10.1037/0003-066X.34.10.906
- Gupta, S. (2011). Intention-to-treat concept: A review. Perspectives in Clinical Research, 2(3), 109–112. https://doi.org/https://doi.org/10.4103/2229-3485.83221
- Holroyd, C. B., & Coles, M. G. H. (2002). The neural basis of human error processing: Reinforcement learning, dopamine, and the error-related negativity. Psychological Review, 109(4), 679–709. https://doi.org/https://doi.org/10.1037/0033-295X.109.4.679
- Howell, D. C. (2002). Statistical methods for psychology (5th ed.). Duxbury.
- Jacobs, J. E., & Paris, S. G. (1987). Children’s metacognition about reading: Issues in definition, measurement and instruction. Educational Psychologist, 22(3), 255–278. https://doi.org/https://doi.org/10.1207/s15326985ep2203&4_4
- Jonkman, L. M., Hurks, P. P., & Schleepen, M. J. (2016). Effects of memory strategy training on performance and event-related brain potentials of children with ADHD in an episodic memory task. Neuropsychological Rehabilitation, 26(5–6), 910–941. https://doi.org/https://doi.org/10.1080/09602011.2015.1070735
- Kaufman, A., & Kaufman, N. (2004). Kaufman Brief Intelligence Test (2nd ed.) (KBIT-2). Pearson.
- Kazdin, A. E. (2017). Research design in clinical psychology (5th ed.). Pearson.
- Kennedy, M. R. T., Coelho, C., Turkstra, L., Ylvisaker, M., Moore Sohlberg, M., Yorkston, K., Chiou, H.-H., & Kan, P.-F. (2008). Intervention for executive functions after traumatic brain injury: A systematic review, meta-analysis and clinical recommendations. Neuropsychological Rehabilitation, 18(3), 257–299. https://doi.org/https://doi.org/10.1080/09602010701748644
- Kerns, K. A., Macoun, S., MacSween, J., Pei, J., & Hutchison, M. (2017). Attention and working memory training: A feasibility study in children with neurodevelopmental disorders. Applied Neuropsychology. Child, 6(2), 120–137. https://doi.org/https://doi.org/10.1080/21622965.2015.1109513
- Kleim, J. A., & Jones, T. A. (2008). Principles of experience-dependent neural plasticity: implications for rehabilitation after brain damage. Journal of Speech, Language, and Hearing Research: Jslhr, 51(1), S225–S239. https://doi.org/https://doi.org/10.1044/1092-4388(2008/018).
- Krusch, D. A., Klorman, R., Brumaghim, J. T., Fitzpatrick, P. A., Borgstedt, A. D., & Strauss, J. (1996). Methylphenidate slows reactions of children with attention deficit disorder during and after an error. Journal of Abnormal Child Psychology, 24(5), 633–650. https://doi.org/https://doi.org/10.1007/BF01670104
- Kuhn, D. (2000). Metacognitive development. Current Directions in Psychological Science, 9(5), 178–181. https://doi.org/https://doi.org/10.1111/1467-8721.00088
- Kuhn, D., & Pease, M. (2010). The dual components of developing strategy use: production and inhibition. In H. S. Waters & W. Schneider (Eds.), Metacognition, strategy use and instruction (pp. 135–159). Guilford Press.
- Leary, A. P. O., & Sloutsky, V. M. (2017). Carving metacognition at its joints: Protracted development of component processes. Child Development, 88(3), 1015–1032. https://doi.org/https://doi.org/10.1111/cdev.12644
- Lezak, M. (1995). Neuropsychological assessment (3rd ed.). Oxford University Press.
- Loomes, C., Rasmussen, C., Pei, J., Manji, S., & Andrew, G. (2008). The effect of rehearsal training on working memory span of children with fetal alcohol spectrum disorder. Research in Developmental Disabilities, 29(2), 113–124. https://doi.org/https://doi.org/10.1016/j.ridd.2007.01.001
- Loon, M., Van, Bruin, A. D., Leppink, J., & Roebers, C. (2017). Why are children overconfident? Developmental differences in the implementation of accessibility cues when judging concept learning. Journal of Experimental Child Psychology, 158, 77–94. https://doi.org/https://doi.org/10.1016/j.jecp.2017.01.008
- Makela, M. L., Pei, J. R., Kerns, K. A., MacSween, J. V., Kapasi, A., & Rasmussen, C. (2019). Teaching children with fetal alcohol spectrum disorder to use metacognitive strategies. The Journal of Special Education, 53(2), 119–128. https://doi.org/https://doi.org/10.1177/0022466919832371
- Manning, B. H., Glasner, S. E., & Smith, E. R. (1996). The self-regulated learning aspect of metacognition: A component of gifted education. Roeper Review, 18(3), 217–223. https://doi.org/https://doi.org/10.1080/02783199609553741
- Marulis, L. M., Palincsar, A. S., Berhenke, A. L., & Whitebread, D. (2016). Assessing metacognitive knowledge in 3–5 year olds: The development of a metacognitive knowledge interview (McKI. Metacognition and Learning, 11(3), 339–368. https://doi.org/https://doi.org/10.1007/s11409-016-9157-7
- McCarthy, D. A. (1970). McCarthy Scales of children’s abilities. Psychological Corporation.
- Miyake, A., Friedman, N. P., Emerson, M. J., Witzki, A. H., Howerter, A., & Wager, T. D. (2000). The unity and diversity of executive functions and their contributions to complex “‘Frontal Lobe’ tasks: A latent variable analysis.” Cognitive Psychology, 41(1), 49–100. https://doi.org/https://doi.org/10.1006/cogp.1999.0734
- Naglieri, J. A., & Goldstein, S. (2013). Comprehensive Executive Function Inventory. Multi-Health Systems.
- Oguz, A., & Sahin, I. (2011). Literature review on metacognition and its measurement. Procedia - Social and Behavioral Sciences, 15, 3731–3736. https://doi.org/https://doi.org/10.1016/j.sbspro.2011.04.364
- Ornstein, T. J., Levin, H. S., Chen, S., Hanten, G., Ewing-Cobbs, L., Dennis, M., Barnes, M., Max, J. E., Logan, G. D., & Schachar, R. (2009). Performance monitoring in children following traumatic brain injury. Journal of Child Psychology and Psychiatry, and Allied Disciplines, 50(4), 506–513. https://doi.org/https://doi.org/10.1111/j.1469-7610.2008.01997.x
- Partanen, P., Jansson, B., Lisspers, J., & Sundin, Ö. (2015). Metacognitive strategy training adds to the effects of working memory training in children with special educational needs. International Journal of Psychological Studies, 7(3), 130–140. https://doi.org/https://doi.org/10.5539/ijps.v7n3p130
- Pei, J., Kerns, K., Rasmussen, C., Beaulieu, C., & Denys, K. (2011).Executive functioning training in children with fetal alcohol spectrum disorder. International report prepared for Alberta Centre for Child Family and Community Research.
- Roebers, C. M. (2017). Executive function and metacognition: Towards a unifying framework of cognitive self-regulation. Developmental Review, 45, 31–51. https://doi.org/https://doi.org/10.1016/j.dr.2017.04.001
- Roebers, C. M., & Feurer, E. (2016). Linking executive functions and procedural metacognition. Child Development Perspectives, 10(1), 39–44. https://doi.org/https://doi.org/10.1111/cdep.12159
- Roebers, C. M., & Spiess, M. (2017). The development of metacognitive monitoring and control in second Graders: A short-term longitudinal study. Journal of Cognition and Development, 18(1), 110–128. https://doi.org/https://doi.org/10.1080/15248372.2016.1157079
- Roebers, C. M., Cimeli, P., Röthlisberger, M., & Neuenschwander, R. (2012). Executive functioning, metacognition, and self-perceived competence in elementary school children: An explorative study on their interrelations and their role for school achievement. Metacognition and Learning, 7(3), 151–173. https://doi.org/https://doi.org/10.1007/s11409-012-9089-9
- Roebers, C. M., Krebs, S. S., & Roderer, T. (2014). Metacognitive monitoring and control in elementary school children: The interrelations and their role for test performance. Learning and Individual Differences, 29, 141–149. https://doi.org/https://doi.org/10.1016/j.lindif.2012.12.003
- Roebers, C. M., Schmid, C., & Roderer, T. (2009). Metacognitive monitoring and control processes involved in primary school children’s test performance. British Journal of Educational Psychology, 79(4), 749–767. https://doi.org/https://doi.org/10.1348/978185409X429842
- Salmon, A. K., Lucas, T., Salmon, A. K., & Lucas, T. (2011). Exploring young children’s conceptions about thinking. Journal of Research in Childhood Education, 25(4), 364–375. https://doi.org/https://doi.org/10.1080/02568543.2011.605206
- Schmiedek, F., Lövdén, M., & Lindenberger, U. (2010). Hundred days of cognitive training enhance broad cognitive abilities in adulthood: Findings from the COGITO study. Frontiers in Aging Neuroscience, 2(Jul), 1–10. https://doi.org/https://doi.org/10.3389/fnagi.2010.00027
- Schmitt, M. C. (1990). A questionnaire to measure children’s awareness of strategic reading processes. The Reading Teacher, 43(7), 454–461.
- Schneider, W. (2008). The development of metacognitive knowledge in children and adolescents: Major trends and implications for education. Mind, Brain, and Education, 2(3), 114–121.
- Schraw, G., & Moshman, D. (1995). Metacognitive theories. Educational Psychology Review, 7(4), 351–371. https://doi.org/https://doi.org/10.1007/BF02212307
- Semrud-Clikeman, M., & Ellison, P. T. (2009). Child neuropsychology: Assessment and interventions for neurodevelopmental disorders (2nd Ed.). Springer.
- Shimamura, A. P. (2008). A neurocognitive approach to metacognitive monitoring and control. In Handbook of Memory and metacognition (pp. 373–390). Earlbaum Publishers.
- Sohlberg, M., & Mateer, C. (2001). Cognitive rehabilitation: An integrative neuropsychological approach. Guilford Press.
- Sohlberg, M., Avery, J., Kennedy, M., Ylvisaker, M., Coelho, C., Turkstra, L., & Yorkston, K. (2003). Practice guidlines for direct attention training. Journal of Medical Speech Language Pathology, 11(3), xix–xxxix.
- Sperling, R. A., Howard, B. C., Miller, L. A., & Murphy, C. (2002). Measures of children’s knowledge and regulation of cognition. Contemporary Educational Psychology, 27(1), 51–79. https://doi.org/https://doi.org/10.1006/ceps.2001.1091
- Sussan, D., & Son, L. K. (2007). The training of metacognitive monitoring in children. Columbia Undergraduate Science Journal, 2(1), 98–109.
- Swanson, H. L. (1990). Influence of metacognitive knowledge and aptitude on problem solving. Journal of Educational Psychology, 82(2), 306–314. https://doi.org/https://doi.org/10.1037/0022-0663.82.2.306
- Swanson, J., Lerner, M., March, J., & Gresham, F. M. (1999). Assessment and intervention for attention deficit hyperactivity disorder in the schools. Pediatric Clinics of North America, 46(5), 993–1009. https://doi.org/https://doi.org/10.1016/S0031-3955(05)70168-1
- Tamm, L., Nakonezny, P. A., & Hughes, C. W. (2014). An open trial of a metacognitive executive function training for young children with ADHD. Journal of Attention Disorders, 18(6), 551–559. https://doi.org/https://doi.org/10.1177/1087054712445782
- Tsalas, N., Sodian, B., & Paulus, M. (2017). Correlates of metacognitive control in 10-year old children and adults. Metacognition and Learning, 12(3), 297–314. https://doi.org/https://doi.org/10.1007/s11409-016-9168-4
- Ullsperger, M., & Von Cramon, D. Y. (2006). The role of intact frontostriatal circuits in error processing. Journal of Cognitive Neuroscience, 18(4), 651–664. https://doi.org/https://doi.org/10.1162/jocn.2006.18.4.651
- Veenman, M. V. J., Van Hout-Wolters, B. H. A. M., & Afflerbach, P. (2006). Metacognition and learning: Conceptual and methodological considerations. Metacognition and Learning, 1(1), 3–14. https://doi.org/https://doi.org/10.1007/s11409-006-6893-0
- Whitebread, D., Coltman, P., Pasternak, D. P., Sangster, C., Grau, V., Bingham, S., Almeqdad, Q., & Demetriou, D. (2009). The development of two observational tools for assessing metacognition and self-regulated learning in young children. Metacognition and Learning, 4(1), 63–85. https://doi.org/https://doi.org/10.1007/s11409-008-9033-1
- Ylvisaker, M., Turkstra, L., Coehlo, C., Yorkston, K., Kennedy, M., Sohlberg, M. M., & Avery, J. (2007). Behavioural interventions for children and adults with behaviour disorders after TBI: A systematic review of the evidence. Brain Injury, 21(8), 769–805. https://doi.org/https://doi.org/10.1080/02699050701482470
- Zelazo, P. D. (2015). Executive function: Reflection, iterative reprocessing, complexity, and the developing brain. Developmental Review, 38, 55–68. https://doi.org/https://doi.org/10.1016/j.dr.2015.07.001
- Zimmerman, B. J., & Martinez-Pons, M. (1986). Development of a structural interview for assessing student use of self-regulated learning strategies. American Educational Research Journal, 23(4), 614–628.
- Zimmerman, B. J., & Martinez-Pons, M. (1988). Construct validation of a strategy model of student self-regulated learning. Journal of Educational Psychology, 80(3), 284–290. https://doi.org/https://doi.org/10.1037/0022-0663.80.3.284