Metacognitive control: Shifting from habitual to agenda processes on item selection during study in elementary school children.
Weijian LiHaojie JiFengying LiPing LiYuchi ZhangXinyu LiPublished in: The British journal of educational psychology (2016)
The results indicate that children can shift towards agenda-based process when habitual responding cannot maximize reward, and there is an age-related improvement in shifting between grade 4 and grade 6.
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