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Cultural-Historical Psychology

Publisher: Moscow State University of Psychology and Education

ISSN (printed version): 1816-5435

ISSN (online): 2224-8935

DOI: http://dx.doi.org/10.17759/chp

License: CC BY-NC 4.0

Started in 2005

Published quarterly

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Open Access Journal

Affiliated ISCAR

 

Metacognitive Knowledge in Self-Regulation of Cognitive Activity in Preschool Children 1533

Chernokova T.E., PhD in Psychology, Assistant Professor at the chair of Psychology and Psychophysiology, Severodvinsk branch of Pomor State University, Severodvinsk, Russia, tattyana-chernokova@yandex.ru
Abstract
The paper presents results of an empirical research on the role of preschoolers' notions about cognition (metacognitive knowledge) in constructing, carrying out and controlling cognitive activity. The tasks of the research were as follows: 1) to describe features and levels of development of metacognitive knowledge and metacognitive processes in children and to reveal the relationship between them; 2) to reveal the impact of metacognitive knowledge acquisition on the development of metacognitive processes in children. Metacognitive knowledge and processes were explored with a metacognitive conversation and an experimen¬tal technique. The impact of metacognitive knowledge acquisition on metacognitive processes was studied through a developmental research that involved 40 children aged 5—6 years.

For Reference

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