Accuracy of metacognitive statements in different stages of cognitive development

Metakognicija spada med višje miselne procese, s katerimi posameznik uravnava in kontrolira lastno miselno aktivnost. Nedvomno ima veliko konkretnih in pomembnih učinkov na kognitivne dosežke odraslih in otrok. Vodi nas pri selekcioniranju, evalvaciji kognitivnih nalog, popravljanju napak, izbiri ustreznih ciljev in strategij, presoji lastnih zmožnosti v odnosu do naloge...Namen pričujoče študije je raziskati razvojne razlike v nekaterih metakognitivnih variablah, ki jih lahko spoznavamo ob reševanju problemov (metakognitivna izkustva/občutki, metakognitivno znanje...). V raziskavi so sodelovali preizkušanci, stari od devet do deset in od trinajst do štirinajst let. Reševali so protokol z dvema dobro in dvema slabo definiranima problemoma, ki sta bila prilagojena njihovi starostni skupini. Po vsakem problemu so izpolnili vprašalnik metakognitivnih sodb. Rezultati kažejo, da donajvečjih sprememb v času, ko otrok preide s konkretnologičnega mišljenja v začetno obdobje formalnih operacij, prihaja na področju metakognitivnega znanja o problemih, medtem, ko metakognitivni občutki dokaj točno funkcionirajo že v zgodnejšem obdobju.Metacognition belongs to higher-order mental processes and enables us to control and plan our own mental activities. It has important effect on cognitive performance in children and adults. Metacognition leads us in selection and evaluation of cognitive taskas, in detection of mistakes in the solving process, in choosing goals and solving strategies. It was our aim in this research to investigate developmental differences in some metacognitive variables in problem-solving: metacognitive experiences and metacognitive knowlwdge. In the research participated 80 subjects of two different age groups: 40 nine to ten years old and 40 thirteen to fourteen years old subjects. They solved two well-defined and two ill-defined problems. After every problem they had to solve a metacognitive statements questionnaire. results showed us that the main difference between the groups occured in the field of metacognitive knowledge about problems, while metacognitive experiences seem to function quite accurate already in earlier years