1. Do Children Know What They Think They Know
Do Children Know What They Think They Know? Longwood University Farmville, VA
Jasmine N. Payne, Erica J. Tedder, Amber E. Mattos & Ashley T. McMath
Faculty Advisor: Dr. Stephanie Buchert

2. Background Information
Previous study (Merriman, Lipko, & Buchert, 2013)
Metalinguistics
Ball vs. Blick
Recent Study
Extend knowledge from linguistics
Metacognition
Previous study… on whether or not children understood a word was real or not. This study is a broadened extension of that study.
Cognitive psychology
At what age are children able to report whether or not they know a piece of information
Looks at age ranges to see what age the metacognition starts
Explain Meta Cognition and Meta Linguistics (comprehension vs. basic knowledge of language)
Add in the part about At what age does metacognition begin?
Use Ball example

3. Method Participants 23 Females; 24 Males Mean age = 42 months
Convenience sample taken from daycares in Farmville, VA
2X2 Between Groups Design
Age of child (younger, months vs older, months)
Modeling vs. No Modeling
Percent Accuracy
Hypothesis
Older children > younger children
Modeling > no modeling
Explain: what modeling means
State both IV’s (age/modeling condition)
DV operationally defined as percent accuracy
Use modeling in your language

4. Participant Demographics
Modeling No Modeling
49.08 months
49.75 months
38.55 months
40.82 months
Younger Older
Complete knowledge
Modeling
Researchers played game with toy puzzle pieces as child watched
Child shown two toy puzzle pieces and asked to identify
Researcher hid one of the toys in a box in front of child
Child was asked to identify which toy was hidden
No Modeling
Researchers completed a filler task as child watched

5. Procedure (Complete Knowledge) Partial Knowledge
Child shown two toy puzzle pieces and asked to identify
Researcher hid one of the toys in a box behind a screen,
out of view from child
Child was asked to identify which toy was hidden
Half the children observed the task beforehand (modeling)

6. This female participant was in the older group and had experienced
Procedure
This female participant was in the older group and had experienced
modeling beforehand.
Partial Knowledge
Modeling
Researchers played game with toy puzzle pieces as child watched
Child shown two toy puzzle pieces and asked to identify
Researcher hid one of the toys in a box behind a screen, out of view from child
Child was asked to identify which toy was hidden
No Modeling
Researchers completed a filler task as child watched
Researcher hid one of the toys in a box behind a screen ,out of view from child
** I can’t rotate the video..maybe Dr.Buchert can do it on her phone and then resend it? We will have to ask**

7. Results Main Effect for Modeling (n.s.) F(1, 43) = 1.730, p = .195
Main Effect for Age (n.s.) F(1, 43) = 1.101, p = .300
Interaction F(1, 43) = 6.314, p < .001
Results
N=11
There was not a main effect with modeling or no modeling. Likewise, there weren’t any significant main effects in the data. However, there is a significant interaction between the age of the child and whether they experienced modeling or not. Older children did better if they experienced modeling.

8. Discussion At what age does metacognition begin?
Results suggest that children between the ages of months who experience modeling are better at knowing what they should, or shouldn’t, know.
Questions?
I’m not really sure what else to add…we can work on it together. Just text me or me 

9. Special Thanks Thank you all for listening.
We would also like to thank our Faculty Advisor, Dr. Buchert, as well as the entire Psychology Department at Longwood University.