REALISING YOU DON'T UNDERSTAND: A FURTHER STUDY

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Abstract
Comprehension monitoring skills of younger (5- to 6-yr-old) and older (8- to 9-yr-old) children were compared. Children examined ambiguous and incomplete pictorial instructions as to how to make 2 models, and were asked whether there was anything else they would need to know in order to make the models. Questions were answered, and their oral instructions recorded. Both age groups were equally likely to judge the instructions to be incomplete, but the younger children were apparently less able to recognise their lack of understanding. Differences found were taken as evidence of more active and detailed processing of the instructions by the older children.