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Novel metacognitive problem-solving task for 8- to 11-year-old students 10.17863/CAM.36091 Patel, Jwalin 0000000330903334 Ellefson, Michelle 0000000304079767 Metacognition is important for monitoring and regulation of cognitive processes, decision making, problem-solving and learning. Despite the widespread interest in metacognition, measuring metacognition in children poses a significant challenge. Some qualitative and observational measures exist, but they are restricted by the number of components they measure and the sampling size. Some meta-cognition tasks of memory have been developed for children, but these only measure a narrow range of skills involved in metacognition. A novel metacognitive problem-solving task, previously developed by the lab, provides scalable means to holistically measure metacognition. The thesis, developed a new coding scheme, recoded the data and studied the reliability and validity of the novel task by comparing it with demographic variables known to be associated with metacognition and a metamemory task. The results indicate the novel task is reliable and valid. It operationalizes metacognitive measures similarly to a classical metamemory task, suggesting that the new task could be a bridge between existing measures of metacognition in children and adults. The thesis uses the novel task to then explore other broader questions with 182, 8- to 11-year-old students, pertaining to cognitive levels in low socioeconomic status, ethnic-minority students, domain-generality/specificity of metacognition and the association between metacognition and executive-functions. The results indicate that low socioeconomic status, ethnic-minority students have poor cognitive levels and low amounts of cognitive development across the various age groups. The results also suggest metacognitive components to be domain-general in nature and were tapped into by the novel metacognitive problem-solving, metamemory and a complex executive-function tasks. The results provide further evidence for association between metacognition and executive-functions. University of Cambridge 2017-11-25 Thesis Masters Master of Philosophy (MPhil) en Cambridge Society Bombay Scholarship Fund Cambridge Nehru Bursary https://www.repository.cam.ac.uk/handle/1810/288828 https://apollo8-f-pro.lib.cam.ac.uk/bitstreams/99162217-6824-46fd-a574-1690f5324c3f/download 58727675d4cb6c7cf9dd3ab6bf0acaab https://apollo8-f-pro.lib.cam.ac.uk/bitstreams/4408424c-324e-434b-85ab-e56a37bcd1fd/download 87eda9de84448d1f82354d60eee3eb5f https://creativecommons.org/licenses/by-nc-nd/4.0/ Sample zoo map (p 48). ©2013 University of Cambridge (Michelle Ellefson, Zewelanji Serpell, Teresa Parr), used with permission from the Mind Match Chess Project. Sample memory-task image representation (p 50). ©2012 University of Cambridge (Michelle Ellefson, Zewelanji Serpell, Teresa Parr), used with permission from the Mind Match Chess Project; pictures taken from http://instructlab.educ.cam.ac.uk/thinkinggames/. 8 disc-tasks (p 52). ©2012 University of Cambridge (Michelle Ellefson, Zewelanji Serpell, Teresa Parr), used with permission from the Mind Match Chess Project; pictures taken from http://instructlab.educ.cam.ac.uk/thinkinggames/. metacognitive control, metacognitive monitoring, problem-solving, metacognitive memory, secondary data analysis