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| Cognitive Development | 8 |
| Cognitive Processes | 8 |
| Age Differences | 4 |
| Metacognition | 4 |
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| Child Development | 3 |
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| Flavell, John H. | 8 |
| Wellman, Henry M. | 3 |
| Flavell, Eleanor R. | 1 |
| Green, Frances L. | 1 |
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| Lin, Nancy T. | 1 |
| Lovett, Suzanne B. | 1 |
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Peer reviewedFlavell, John H. – American Psychologist, 1979
Holds that young children are limited in their knowledge about cognitive phenomena ("metacognition") and do relatively little monitoring of their own memory, comprehension, and other cognitive enterprises. Proposes a model addressing the question of what adult-like knowledge and behavior might constitute metacognitive developmental targets toward…
Descriptors: Child Development, Children, Cognitive Development, Cognitive Processes
Peer reviewedFlavell, John H.; Green, Frances L.; Flavell, Eleanor R.; Lin, Nancy T. – Child Development, 1999
Interviewed 5-, 6-, 7-, 8-, and 10-year olds, and adults regarding their knowledge about primary-consciousness, reflective-consciousness, and control activities. Found that the recognition that people do not engage in conscious mental activities when unconscious is still developing during the late middle-childhood years. (Author/KB)
Descriptors: Adults, Age Differences, Children, Cognitive Development
Peer reviewedFlavell, John H.; And Others – Developmental Psychology, 1985
In this developmental study of sustained cognitive monitoring, second graders, sixth graders, and college students followed a two-part sequence of spatial directions and then made judgments about reaching the destination intended by direction giver. Cognitive monitoring skills of the type examined appear to be useful in many real-world cognitive…
Descriptors: Age Differences, Children, Cognitive Development, Cognitive Processes
Peer reviewedLagattuta, Kristin Hansen; Wellman, Henry M.; Flavell, John H. – Child Development, 1997
Three studies used illustrated stories to examine preschoolers' understanding of emotional changes when memories of past events were cued by objects in the current environment. Found substantial development between 4 and 6 years in understanding the influence of mental activity on emotions. The strength and consistency of this knowledge was…
Descriptors: Age Differences, Cognitive Development, Cognitive Processes, Cues
Peer reviewedFlavell, John H.; And Others – Monographs of the Society for Research in Child Development, 1995
Reports results of 14 studies on children's knowledge about thinking. Suggests that preschoolers appear to know that thinking is an internal mental activity that can refer to real or imaginary objects or events. However, preschoolers are poor at determining when a person is and is not thinking. This shortcoming is considerably less evident in…
Descriptors: Abstract Reasoning, Age Differences, Cognitive Development, Cognitive Processes
Flavell, John H.; Wellman, Henry M. – 1976
The author considers memory as being composed of four categories. The fourth category--metamemory--refers to the individual's knowledge and awareness of memory or of anything pertinent to information storage and retrieval. It is that aspect of memory that deals with the how and what of memory itself. The paper first presents a model of what could…
Descriptors: Cognitive Development, Cognitive Processes, Development, Developmental Psychology
Download full textFlavell, John H.; Wellman, Henry M. – 1975
This paper explores the concept of metamemory, generally defined as the individual's knowledge of and awareness of memory. The concept of metamemory is compared to three other categories of memory and a model of what the growing child could conceivably acquire in the domain of metamemory is presented. Brief reviews of existing research relations…
Descriptors: Adults, Cognitive Development, Cognitive Processes, Elementary Secondary Education
Peer reviewedLovett, Suzanne B.; Flavell, John H. – Child Development, 1990
Assessed first and third graders' and undergraduates' knowledge of strategies appropriate to comprehension and memory. Also assessed their knowledge of task variables affecting comprehension and memorization tasks. Only undergraduates showed understanding of comprehension-memory distinction. Third graders showed some understanding of differential…
Descriptors: Cognitive Development, Cognitive Processes, Cognitive Style, Comprehension
