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The unskilled and unaware effect occurs when low-performing individuals overestimate their performance, while high performers underestimate it. The aim of the present study was to examine an occurrence of the unskilled and unaware effect in a self-assessment of creative performance, linking this phenomenon to creative metacognition (CMC) research. 262 participants from four educational stages (preschool, elementary school, high school, and undergraduate) performed an alternative uses task and evaluated their performance using self- and comparative judgments. A non-hierarchical cluster analysis of creative performance, judgments, and metacognitive accuracy was able to identify three separate clusters: an overestimating group of "unskilled and unaware" participants (27.1%), an underestimating group of "skilled and unaware" participants (44.3%), and, surprisingly, a group of "unskilled but aware" participants (28.6%). All three groups were present throughout the entire sample, from preschoolers to university students, but the distribution had developed with age. The most unskilled and unaware participants were in the group of preschoolers, while there were the most skilled but unaware among the university students. The findings are discussed in the context of creative metacognition and creative self-efficacy research.

Accurate self-evaluation leads to better regulation of learning and better performance in elementary school children and acts as a predictor of future academic success. The present study investigates the conditions under which preschoolers' self-evaluation accuracy can be enhanced. In the empirical research, 111 children were assigned to one of four conditions: control group, group receiving performance feedback, group acquiring repeated experience of testing, and group obtaining both performance feedback and repeated experience. All the children performed the same analogical reasoning tasks and provided self-evaluation judgments. The overall effects of the performance feedback and repeated experience were significant; however, low performers benefited only from performance feedback, while high performers benefited from performance feedback as well as repeated experience.

Preschool children are generally inaccurate at evaluating past and predicting future performance. The present study examines the effect of performance feedback on the accuracy of preschoolers' predictive judgments and tests whether performance feedback acts as an anchor for postdictive judgments. In Experiment 1, preschool children (n = 40) solved number patterns, and in Experiment 2 they solved object patterns (n = 59). The results in both experiments revealed, firstly, that children receiving performance feedback made more accurate predictive judgments and lowered their certainty after their incorrect answer. Secondly, the children relied on performance feedback more than on actual task experience when making postdictive judgments, indicating that performance feedback was used as an anchor for subsequent postdictive judgments. [ABSTRACT FROM AUTHOR]

Objectives. The aim of the study is to investigate reading comprehension and metacomprehension as they occur in preschool age in relation to sociocultural environment of the family, in comparison with traditional predictors of beginning reading acquisition represented by several indicators of phonological awareness. Participants and setting. A group of 327 pre-school-age children from middle-SES families and 55 children from low-SES families were compared. Hypotheses. It was assumed that children from low-SES families would perform worse than children from middle-SES families namely in literacy tasks requiring specific social experience with reading, i.e. text comprehension and metacognitive monitoring. Statistical analysis. The differences between the groups were tested using independent samples t-tests, monitoring accuracy on the correct and incorrect answers using the chi-squared test and the relationship between monitoring accuracy and performance in the two text comprehension tasks using 2-way ANO VA. Results. Results showed that children from low-SES families demonstrated significantly lower overall performance in all literacy tasks, however, the group differences in text comprehension varied in relation to the task difficulty (complexity and the level of comprehension). Moreover, in metacognitive monitoring, children from low-SES families showed significantly higher tendency to underestimate their correct performance, indicating lower self-esteem. Study limitations. The main limitation of the study was the lack of information about everyday reading behaviour in children's family environment. [ABSTRACT FROM AUTHOR]

Higher fluid intelligence leads to better accuracy in metacognitive monitoring, but in school age this influence is moderated by the child's development and education. The goal of the study is to examine the interaction between fluid intelligence and performance feedback or calibration feedback on monitoring accuracy in 88 preschool children. The children in the group that received performance (PF) or calibration feedback (CF) were significantly more accurate at monitoring than the children without feedback (NF). Fluid intelligence correlated with monitoring accuracy for the whole dataset and explained 49% of variance in monitoring accuracy in the NF group; 26% in the PF group (feedback alone explained 20%) and only 12% in the CF group, not reaching significance (however, feedback alone explained 26%). Results indicate that calibration feedback could potentially fulfil the role of later education and development in improving monitoring accuracy and moderate the effect of fluid intelligence already in preschoolers. [ABSTRACT FROM AUTHOR]

Objectives. Metacognitive monitoring in preschool children plays an important role in the further learning process and help seeking. The aim of the present study is to determine whether the preschool children are able to monitor their performance while solving cognitive tasks (1). What is the relationship between the accuracy of metacognitive monitoring and the performance (2). How are these relationships related to the nature of cognitive tasks (3). Sample and setting. The sample consisted of total 97 children from 5 to 6 years old. Children individually solved 4 cognitive tasks and provided item-by-item or global confidence judgments (CJs) using the traffic light with red and green colours. Statistical analysis. Absolute accuracy index and bias index (Schraw, 2009) were calculated. To analyse age differences and bias differences (real and overestimated performance) independent samples t-test was used. To analyse task differences the ANOVA was used. Results. Preschool children are able to monitor their performance retrospectively (using CJs). They are more metacognitively accurate in verbal tasks than in non-verbal (Piagetian) tasks. Moreover, the monitoring accuracy significantly (p < .001) corresponds to the task performance. Study limitation. The finding requires further research concerning analyzing other characteristics of the cognitive task such as difficulty, and using different ways of analyzing and evaluating results, as well as taking into account the factors of social environment, which plays an important role in the development of metacognitive awareness in preschool children. [ABSTRACT FROM AUTHOR]