A Study on the Relationship among Meta-Memory, Meta-cognitive Vocabulary and the Role of Theory of Mind in Persain Young Children

Abstract

Meta-cognition refers to the process of active control over one's own cognition

and is essential to successful learning. It enables individuals to better manage

their cognitive skills and to determine weaknesses that can be corrected by

constructing new cognitive skills. Anyone who could perform a skill could

think about how to perform that skill (meta-cognition). In this paper, we try to

examine the relationship among meta-memory, meta-cognitive vocabulary and

the role of theory of mind in Persian young children.The research sample

consisted of 51 children (age range 4 to 6 years old). Children were tested at

four sessions, separated by a testing interval of approximately half a year. At

the first session of testing, children completed a set of theory of mind tasks. At

each of the following sessions, measures of meta-cognitive vocabulary and

general vocabulary as well as meta-memory were administered. Data were

analyzed using ANOVA & regression analysis. Findings showed that theory of

mind performance of the 4 to 6 years old children could predict meta-cognitive

knowledge that was assessed about one and a half years later. Another finding

was that there was reciprocal relationship between meta-cognitive vocabulary

and meta-memory in that comprehension of meta-cognitive vocabulary

predicted later meta-memory and, conversely, meta-memory significantly

predicted later comprehension of meta-cognitive verbs. Meta-cognitive

vocabulary of their own thinking processes is very important if learners are to

be able to manage, organize and develop their abilities to think and learn.