Relation of Metacognitive Monitoring and Control Processes across the Life-Span
Bibliographic record
Abstract
The two studies presented here were conducted to explore the relationship between metacognitive monitoring and control processes across the life-span. Monitoring processes often guide control processes (goal-oriented learning), yet more recent work also documents that control processes can also be based on feedback from monitoring processes (data-oriented learning). Study 1 provided first evidence for data-oriented learning in older adults and in a life-span perspective. Participants of four age groups (third-grade children, adolescents, younger and older adults) were able to adapt their Judgments-Of-Learning (JOLs) based on their Study Time (ST). Effects were most pronounced for younger and older adults. Study 2 investigated the flexible interplay between goal- and data-oriented learning within one learning task for the first time in older adults and from a life-span perspective. Adolescents and younger adults were able to switch between models while elementary children and older adults hat greater difficulties to do so. Possible causes for developmental trends are discussed. In sum, the integration of both goal- and data-oriented learning within one task seems to be a complex process.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".