Abstract
Zusammenfassung. Das Ziel der vorliegenden Studie war es, die Rolle metakognitiver Überwachungsprozesse in dem angewandten Kontext einer Identifikationsaufgabe zu überprüfen. Dazu wurde Vorschülern, Zweitkläßlern und Erwachsenen ein kurzer Videofilm über einen Konflikt zwischen Kindern vorgeführt. Drei Wochen später wurden der Hälfte der Versuchspersonen irreführende Distraktoren vorgelegt. Vier Wochen nach der Videodemonstration wurde die Identifikationsaufgabe, bei der die sieben Gesichter der beteiligten Kinder aus dem Film unter Distraktoren wiederzuerkennen waren, in zwei verschiedenen Versionen (sequentielle und simultane Darbietung der Photos) durchgeführt. Zur Erfassung metakognitiver Kompetenzen wurden Sicherheitsurteile zu den Identifikationen erhoben. Die Auswertung der Wiedererkennungsleistungen ergab insgesamt keinen klaren Alterstrend: bessere Identifikationsraten der Erwachsenen im Vergleich zu den Kindern ließen sich lediglich bei sequentieller, nicht aber bei simultaner Darbietung der Photos finden. Dabei waren in allen Altersgruppen negative Effekte der vorangegangenen Irreführung nachweisbar. In bezug auf die Sicherheitsurteile konnte festgestellt werden, daß sich die Kinder sowohl bei korrekten als auch bei falschen Identifikationen sicherer waren als die Erwachsenen und somit Schwierigkeiten hatten, die Sicherheit ihrer Erinnerung adäqaut einzuschätzen. Damit konnten Befunde aus der Grundlagenforschung zum prozeduralen Metagedächtnis bestätigt und deren Relevanz in einem angewandten Kontext aufgezeigt werden.
Abstract. The present study was conducted to examine the role of metacognitive monitoring processes in the applied setting of an eyewitness identification task. Preschoolers, second graders, and adults were shown a short video about a conflict between children. Three weeks later, half of the subjects were misled with photos showing distractor faces. Four weeks after watching the video, all subjects were given the identification task with the seven target faces from the video and fourteen distractor items, seven of which had been used in the misleading phase a week earlier. The photos were either presented one after the other or in an array of three photos with the target present in the line-up. For each photo, confidence judgments were gathered. The results did not reveal a clear age trend. In the sequential presentation condition, older children and adults outperformed preschoolers, whereas in the simultaneous presentation of the photos no age trend emerged. However, in all age groups a negative effect of prior misinformation was found. Confidence judgments of children proved to be overoptimistic compared to those of adults with regard to both correct and incorrect identifications. Thus, findings from laboratory studies on the development of metamemory were confirmed and their relevance for an applied setting was shown.
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