Intelligence and Neurophysiological Markers of Error Monitoring Relate to Children's Intellectual Humility

Autor/inn/en	Danovitch, Judith H.; Fisher, Megan; Schroder, Hans; Hambrick, David Z.; Moser, Jason
Titel	Intelligence and Neurophysiological Markers of Error Monitoring Relate to Children's Intellectual Humility
Quelle	In: Child Development, 90 (2019) 3, S.924-939 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Danovitch, Judith H.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.12960
Schlagwörter	Neurology; Physiology; Social Cognition; Self Evaluation (Individuals); Metacognition; Correlation; Intelligence; Child Development; Individual Differences; Children; Specialists; Measures (Individuals); Theory of Mind; Age Differences; Motivation; Epistemology; Error Correction + Suchen Sie Ihr Suchwort? Neurologie; Physiologie; Soziale Kognition; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Korrelation; Intelligenz; Klugheit; Kindesentwicklung; Individueller Unterschied; Child; Kind; Kinder; Messdaten; Age; Difference; Age difference; Altersunterschied; psychologische; Motivation (psychologisch); Erkenntnistheorie; Korrektur
Abstract	This study explored developmental and individual differences in intellectual humility (IH) among 127 children ages 6-8. IH was operationalized as children's assessment of their knowledge and willingness to delegate scientific questions to experts. Children completed measures of IH, theory of mind, motivational framework, and intelligence, and neurophysiological measures indexing early (error-related negativity [ERN]) and later (error positivity [Pe]) error-monitoring processes related to cognitive control. Children's knowledge self-assessment correlated with question delegation, and older children showed greater IH than younger children. Greater IH was associated with higher intelligence but not with social cognition or motivational framework. ERN related to self-assessment, whereas Pe related to question delegation. Thus, children show separable epistemic and social components of IH that may differentially contribute to metacognition and learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01