HIGHLIGHTS
SUMMARY
Accepted: August 30, 2022 Metacognition research consistently reveals that young children show inaccurate monitoring skills. This approach tests the possibility that children`s inaccurate monitoring is-at least in part-due to young children not taking enough time to engage in monitoring processes actively. For one, the authors will experimentally induce a time window during which children are asked to monitor and compare different responses regarding their likelihood of being the correct answer. Children`s monitoring accuracy was better when they took longer to generate a monitoring judgment-according to the concept of "more . . .
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