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  1. Domain-specific and domain-general processes underlying metacognitive judgments.Lisa M. Fitzgerald, Mahnaz Arvaneh & Paul M. Dockree - 2017 - Consciousness and Cognition 49:264-277.
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  • Linking Learning Contexts: The Relationship between Students’ Civic and Political Experiences and Their Self-Regulation in School.Carla Malafaia, Pedro M. Teixeira, Tiago Neves & Isabel Menezes - 2016 - Frontiers in Psychology 7.
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  • Effects of age on metacognitive efficiency.Emma C. Palmer, Anthony S. David & Stephen M. Fleming - 2014 - Consciousness and Cognition 28:151-160.
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  • Heterogeneity in Cognitive and Socio-Emotional Functioning in Adolescents With On-Track and Delayed School Progression.Loren Vandenbroucke, Wouter Weeda, Nikki Lee, Dieter Baeyens, Jon Westfall, Bernd Figner & Mariëtte Huizinga - 2018 - Frontiers in Psychology 9.
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  • Metacognitive monitoring and control processes in children with autism spectrum disorder: Diminished judgement of confidence accuracy.Catherine Grainger, David M. Williams & Sophie E. Lind - 2016 - Consciousness and Cognition 42:65-74.
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  • Children perform extensive information gathering when it is not costly.Aislinn Bowler, Johanna Habicht, Madeleine E. Moses-Payne, Niko Steinbeis, Michael Moutoussis & Tobias U. Hauser - 2021 - Cognition 208:104535.
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  • How to measure metacognition.Stephen Fleming & Hakwan Lau - 2014 - Frontiers in Human Neuroscience 8 (443):1–9.
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  • “No more a child, not yet an adult”: studying social cognition in adolescence.Adelina Brizio, Ilaria Gabbatore, Maurizio Tirassa & Francesca M. Bosco - 2015 - Frontiers in Psychology 6.
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  • Teacher Evaluations of Executive Functioning in Schoolchildren Aged 9–12 and the Influence of Age, Sex, Level of Parental Education. [REVIEW]Marleen A. J. van Tetering & Jelle Jolles - 2017 - Frontiers in Psychology 8.
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  • Longitudinal Examination of Everyday Executive Functioning in Children With ASD: Relations With Social, Emotional, and Behavioral Functioning Over Time.Vanessa M. Vogan, Rachel C. Leung, Kristina Safar, Rhonda Martinussen, Mary Lou Smith & Margot J. Taylor - 2018 - Frontiers in Psychology 9.
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  • Anorexia Nervosa and a Lost Emotional Self: A Psychological Formulation of the Development, Maintenance, and Treatment of Anorexia Nervosa.Anna Oldershaw, Helen Startup & Tony Lavender - 2019 - Frontiers in Psychology 10.
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  • Teacher-Evaluated Self-Regulation Is Related to School Achievement and Influenced by Parental Education in Schoolchildren Aged 8–12: A Case–Control Study. [REVIEW]Marleen A. J. van Tetering, Renate H. M. de Groot & Jelle Jolles - 2018 - Frontiers in Psychology 9.
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  • Parental Factors Associated with Rumination Related Metacognitive Beliefs in Adolescence.Ka-wai Chow & Barbara C. Y. Lo - 2017 - Frontiers in Psychology 8.
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  • Age-related decreases in global metacognition are independent of local metacognition and task performance.Andrew McWilliams, Hannah Bibby, Nikolaus Steinbeis, Anthony S. David & Stephen M. Fleming - 2023 - Cognition 235 (C):105389.
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  • Development of Metacognition in Adolescence: The Congruency-Based Metacognition Scale.Kelssy Hitomi dos Santos Kawata, Yuki Ueno, Ryuichiro Hashimoto, Shinya Yoshino, Kazusa Ohta, Atsushi Nishida, Shuntaro Ando, Hironori Nakatani, Kiyoto Kasai & Shinsuke Koike - 2021 - Frontiers in Psychology 11.
    IntroductionPrevious studies on metacognitive ability were explored using self-report questionnaires that are difficult to adequately measure and evaluate when the capacity for self-reference is undeveloped. This study aimed to validate the Congruency-based Metacognition Scale to measure metacognition and the feeling of confidence abilities and to investigate the development of metacognition during adolescence.MethodsThe CMS was administered to 633 child–parent pairs in Japan. The CMS metacognition score was assessed based on congruency scores between the self-report of the child from a third-person perspective (...)
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  • Causal Information‐Seeking Strategies Change Across Childhood and Adolescence.Kate Nussenbaum, Alexandra O. Cohen, Zachary J. Davis, David J. Halpern, Todd M. Gureckis & Catherine A. Hartley - 2020 - Cognitive Science 44 (9):e12888.
    Intervening on causal systems can illuminate their underlying structures. Past work has shown that, relative to adults, young children often make intervention decisions that appear to confirm a single hypothesis rather than those that optimally discriminate alternative hypotheses. Here, we investigated how the ability to make informative causal interventions changes across development. Ninety participants between the ages of 7 and 25 completed 40 different puzzles in which they had to intervene on various causal systems to determine their underlying structures. Each (...)
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  • Flexible information-seeking in chimpanzees.Alexandra G. Rosati, Elisa Felsche, Megan F. Cole, Rebeca Atencia & Joshua Rukundo - 2024 - Cognition 251 (C):105898.
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