Wacker, Sophie LeaSophie LeaWackerRoebers, ClaudiaClaudiaRoebers2024-10-112024-10-112022https://boris-portal.unibe.ch/handle/20.500.12422/87554When children evaluate their certainty, monitoring is often inaccurate. Even though young children struggle to estimate their confidence, existing research shows that monitoring skills are developing earlier than expected. Using a paired associates learning task with integrated monitoring, we implemented a time window to-"Stop and Think"-before children generated their answers and evaluated their confidence in the chosen response. Results show that kindergarten and second grade children in the-"Stop and Think"-condition have higher monitoring accuracy than the control group. Implementing a time window thus seems to support children in their evaluation of different certainty levels. Relating individual differences in independently measured inhibitory control skills revealed a correlation between monitoring and inhibition for kindergarteners.en100 - Philosophy::150 - Psychology300 - Social sciences, sociology & anthropology::370 - Educationarticle10.48350/1730493610792210.1371/journal.pone.0274460