Do Children Know What They Think They Know Do Children Know What They Think They Know? Longwood University Farmville, VA Jasmine N. Payne, Erica J. Tedder, Amber E. Mattos & Ashley T. McMath Faculty Advisor: Dr. Stephanie Buchert

Background Information Previous study (Merriman, Lipko, & Buchert, 2013) Metalinguistics Ball vs. Blick Recent Study Extend knowledge from linguistics Metacognition Previous study… on whether or not children understood a word was real or not. This study is a broadened extension of that study. Cognitive psychology At what age are children able to report whether or not they know a piece of information Looks at age ranges to see what age the metacognition starts Explain Meta Cognition and Meta Linguistics (comprehension vs. basic knowledge of language) Add in the part about At what age does metacognition begin? Use Ball example

Method Participants 23 Females; 24 Males Mean age = 42 months Convenience sample taken from daycares in Farmville, VA 2X2 Between Groups Design Age of child (younger, 36-45 months vs older, 46-54 months) Modeling vs. No Modeling Percent Accuracy Hypothesis Older children > younger children Modeling > no modeling Explain: what modeling means State both IV’s (age/modeling condition) DV operationally defined as percent accuracy Use modeling in your language

Participant Demographics Modeling No Modeling 49.08 months 49.75 months 38.55 months 40.82 months Younger Older Complete knowledge Modeling Researchers played game with toy puzzle pieces as child watched Child shown two toy puzzle pieces and asked to identify Researcher hid one of the toys in a box in front of child Child was asked to identify which toy was hidden No Modeling Researchers completed a filler task as child watched

Procedure (Complete Knowledge) Partial Knowledge Child shown two toy puzzle pieces and asked to identify Researcher hid one of the toys in a box behind a screen, out of view from child Child was asked to identify which toy was hidden Half the children observed the task beforehand (modeling)

This female participant was in the older group and had experienced Procedure This female participant was in the older group and had experienced modeling beforehand. Partial Knowledge Modeling Researchers played game with toy puzzle pieces as child watched Child shown two toy puzzle pieces and asked to identify Researcher hid one of the toys in a box behind a screen, out of view from child Child was asked to identify which toy was hidden No Modeling Researchers completed a filler task as child watched Researcher hid one of the toys in a box behind a screen ,out of view from child ** I can’t rotate the video..maybe Dr.Buchert can do it on her phone and then resend it? We will have to ask**

Results Main Effect for Modeling (n.s.) F(1, 43) = 1.730, p = .195 Main Effect for Age (n.s.) F(1, 43) = 1.101, p = .300 Interaction F(1, 43) = 6.314, p < .001 Results N=11 There was not a main effect with modeling or no modeling. Likewise, there weren’t any significant main effects in the data. However, there is a significant interaction between the age of the child and whether they experienced modeling or not. Older children did better if they experienced modeling.

Discussion At what age does metacognition begin? Results suggest that children between the ages of 46-54 months who experience modeling are better at knowing what they should, or shouldn’t, know. Questions? I’m not really sure what else to add…we can work on it together. Just text me or email me 

Special Thanks Thank you all for listening. We would also like to thank our Faculty Advisor, Dr. Buchert, as well as the entire Psychology Department at Longwood University.