Metacognitive Development and Conceptual Change in Children

Review of Philosophy and Psychology 11 (4):745-763 (2020)
Download Edit this record How to cite View on PhilPapers
Abstract
There has been little investigation to date of the way metacognition is involved in conceptual change. It has been recognised that analytic metacognition is important to the way older children acquire more sophisticated scientific and mathematical concepts at school. But there has been barely any examination of the role of metacognition in earlier stages of concept acquisition, at the ages that have been the major focus of the developmental psychology of concepts. The growing evidence that even young children have a capacity for procedural metacognition raises the question of whether and how these abilities are involved in conceptual development. More specifically, are there developmental changes in metacognitive abilities that have a wholescale effect on the way children acquire new concepts and replace existing concepts? We show that there is already evidence of at least one plausible example of such a link and argue that these connections deserve to be investigated systematically.
Categories
ISBN(s)
PhilPapers/Archive ID
SMOMDA
Upload history
First archival date: 2020-03-25
Latest version: 2 (2020-03-26)
View other versions
Added to PP
2020-03-25

Downloads
349 (#23,428)

6 months
34 (#24,936)

Historical graph of downloads since first upload
This graph includes both downloads from PhilArchive and clicks on external links on PhilPapers.
How can I increase my downloads?