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Title:Razlike v dosežkih in točnost metakognitivnih ocen na različnih področjih kognitivnega funkcioniranja od adolescence do srednje odrasle dobe
Authors:ID Bakračevič, Karin (Author)
Files:URL http://www.dlib.si/details/URN:NBN:SI:DOC-G4MO5IXT
 
Language:Slovenian
Work type:Not categorized
Typology:1.01 - Original Scientific Article
Organization:PEF - Faculty of Education
Abstract:V pričujoči študiji smo želeli raziskati razvoj nekaterih področij kognitivnega funkcioniranja - treh različnih tipov rezoniranja in točnost metakognitivnih evalvacij od adolescence do srednje odrasle dobe. V raziskavi je sodelovalo 282 udeležencev iz štirih starostnih skupin: adolescenti, stari 13-15 let, mlajši odrasli, stari 23-25 let, odrasli, stari 33-35 let ter odrasli, stari 43-45 let. Reševali so naloge, ki so se nanašale na sposobnosti spacialnega, verbalno-logičnega in socialnega rezoniranja, za vsako nalogo pa so morali nato oceniti ustreznost svoje rešitve in težavnost naloge. Rezultati so pokazali, da se dosežki na spacialnem in verbalno-logičnem področju stabilizirajo že v zgodnji odraslosti in da se ta stopnja pretežno ohranja skozi celotno raziskovano obdobje. Socialno rezoniranje pa se sistematično izboljšuje še vsaj do srednje odrasle dobe. Metakognitivne evalvacije so se pokazale kot najtočnejše na spacialnem področju, manj na verbalno-logičnem in najbolj netočne na socialnem področju. Metakognitivna točnost se je v splošnem izboljševala s starostjo in rezultati so nakazali tudi razlike med spoloma. Kvalitativna analiza točnosti evalvacij je pokazala, da so bili mlajši odrasli in ženske prestrogi pri ocenjevanju lastnih dosežkov. Izboljšanje metakognitivne točnosti s starostjo se ujema z dognanji raziskav, ki ugotavljajo, da postajamo skozi odraslo dobo vse bolj samorefleksivni in da metakognicija postaja z razvojem bolj učinkovita.
Keywords:razvojna psihologija, metakognicija, metakognitivne ocene, kognitivni razvoj, odraslost, samorefleksija
Year of publishing:2005
Number of pages:str. 419-432
Numbering:Letn. 37, št. 1/4
PID:20.500.12556/DKUM-56059 New window
UDC:159.955:159.922.6
ISSN on article:0587-5161
COBISS.SI-ID:14618376 New window
NUK URN:URN:SI:UM:DK:JKONVBOW
Publication date in DKUM:21.12.2015
Views:1795
Downloads:62
Metadata:XML RDF-CHPDL DC-XML DC-RDF
Categories:Misc.
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Record is a part of a journal

Title:Anthropos
Shortened title:Anthropos
Publisher:Društvo psihologov Slovenije
ISSN:0587-5161
COBISS.SI-ID:736516 New window

Secondary language

Language:English
Title:Differences in performance and accuracy of metacognitive evaluations in different cognitive domains from adolescence to middle adulthood
Abstract:The study was designed to provide evidence about the development of different types of thinking and metacognitive evaluations from adolescence to middle age. This phase of life is interesting because it is known to be associated with decline of some processes or functions, and the rise of others. The study involved 282 participants, drawn from four different age groups: 13-15-, 23-25-, 33-35- and 43-45- year olds. These participants solved tasks addressed to spatial, verbal-propositional and social reasoning, evaluated their own performance and difficulty of the tasks. Results showed us that a basic level of spatial and verbal-propositional reasoning is established from adolescence and this level is generally maintained until middle adulthood. Social reasoning improved systematically throughout the age-span studied. Metacognitive evaluations were accurate in spatial domain, less accurate in verbal-propositional and quite inaccurate in social domain. The accuracy of self-evaluation increased with age and also males were more accurate than females. Qualitative analysis of these results showed that young adults and women were mainly too strict to their performance. Improvement of metacognitive accuracy with age is in tune with findings that adults become with age more self-reflective and that metacognition becomes more effective with development.
Keywords:developmental psychology, metacognition, cognitive development, metacognitive evaluations, adulthood, selfreflection


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