Executive functions, listening comprehension, and metacognitive processes in childhood: developmental profiles

Abstract

Despite the established interplay between executive functioning and metacognition, evidence remains limited regarding children’s metacognitive monitoring in the form of offline performance estimates of their executive efficiency. Moreover, we know little about the relations among listening comprehension, executive functions, and metalinguistic awareness in childhood. The present study constitutes a first exploration of developmental profiles related to executive functioning, listening comprehension, and corresponding metacognitive-metacomprehension monitoring in periods marking their emergence and interplay. Participants were 95 preschoolers (Mage 5.5), and 109 second graders (Mage = 7.5). Executive function (i.e., working memory, inhibition, and cognitive flexibility) and a listening comprehension task were administered, along with offline performance estimates following completion of each task. Fluid and crystallized intelligence tests were also administered. Cluster analyses were applied. Across ages, one cluster was characterized by lower cognitive performance, but overestimated metacognitive judgements, while a second cluster demonstrated the exact opposite pattern. Older children performed at a higher cognitive level. Yet, metacognitive monitoring did not improve as a function of age, in the sense that a third, metacognitively accurate cluster did not emerge among second graders. Working memory and listening comprehension, along with their metacognitive-metacomprehension estimates, demonstrated the greatest contribution to the cluster solution in both age groups. The inhibition-metainhibition measures proved stronger profile determinants in the older group. The fluid intelligence measure showed a reduced contribution with age and vocabulary proved to be a weak and insignificant distinctive characteristic of the profiles emerging among preschoolers and second graders, respectively. Findings are discussed in relation to relevant research data and theoretical suggestions regarding cognitive and metacognitive development.