OBJECTIVE: The aim of this study was to examine meta-systems of cognition and their development,and the pattern of relationships between types of information processing, executive functions, mental ability, and level of cognitive development in children. METHOD: The sample consisted of 80 healthy children (39 female and 41 male). Meta-cognition was measured with the Word List and Evaluation of the Degree of Correctness of Knowledge, Feeling of Knowing, and Criterion Test. Executive functions were assessed using the Wisconsin Card Sorting Test (WCST) and the TBAG form of the Stroop Test. Mental ability was assessed using Raven's Standard Progressive Matrices (RSPM). Level of cognitive development was assessed using the Logical Reasoning Test (LRT). RESULTS: MANOVA and correlation analyses showed that meta-memory, executive functions, mental ability, and level of cognitive development increased up to the age of 11 years. There were low correlations between executive function and meta-memory test scores, and LRT. There was a low correlation between meta-cognition score and LRT score. There was a low to medium correlation between meta-cognition score and RSPM score. Principal component analysis showed that by 11 years of age, cognitive patterns in the children began to resemble those of adults. CONCLUSION: The study showed that the cognitive structure of the children was different from that of adults, as executive functions and meta-cognitive processes in children were similar, but not identical. These processes did not entirely match the Piagetian stages of cognitive development. The results of this study are discussed within the context of the related literature.
OBJECTIVE: The aim of this study was to examine meta-systems of cognition and their development,and the pattern of relationships between types of information processing, executive functions, mental ability, and level of cognitive development in children. METHOD: The sample consisted of 80 healthy children (39 female and 41 male). Meta-cognition was measured with the Word List and Evaluation of the Degree of Correctness of Knowledge, Feeling of Knowing, and Criterion Test. Executive functions were assessed using the Wisconsin Card Sorting Test (WCST) and the TBAG form of the Stroop Test. Mental ability was assessed using Raven's Standard Progressive Matrices (RSPM). Level of cognitive development was assessed using the Logical Reasoning Test (LRT). RESULTS: MANOVA and correlation analyses showed that meta-memory, executive functions, mental ability, and level of cognitive development increased up to the age of 11 years. There were low correlations between executive function and meta-memory test scores, and LRT. There was a low correlation between meta-cognition score and LRT score. There was a low to medium correlation between meta-cognition score and RSPM score. Principal component analysis showed that by 11 years of age, cognitive patterns in the children began to resemble those of adults. CONCLUSION: The study showed that the cognitive structure of the children was different from that of adults, as executive functions and meta-cognitive processes in children were similar, but not identical. These processes did not entirely match the Piagetian stages of cognitive development. The results of this study are discussed within the context of the related literature.