Successful collaborative learning is supported by the coordination of one's own learning with the learning performance of others. One type of cues that guides the understanding of others' learning performances is their metacognitive gestures. In the current study, we investigated (a) whether 3- to 7-year-old children rely on others' gestures to judge someone else's learning progress and likely learning performance (Experiment 1; N = 76), (b) whether metacognitive gesture understanding depends on cognitive and theory of mind skills (Experiment 2; N = 59), and (c) whether this knowledge would influence children's future selective learning and selective teaching choices (Experiment 3; N = 96). Results of Experiment 1 showed that by 3 years of age children can interpret gestures as an indicator of a person's future performance and that this capacity improves with age, with older children differentiating better between the types of gestures. Experiment 2 revealed that the understanding of metacognitive gestures was not modulated by either nonverbal cognitive capacities or theory of mind skills. Experiment 3 showed a developmental difference in that 5- and 7-year-olds, like adults, consistently selected that successful learners should help someone to learn and that ineffective learners should receive help, whereas 3-year-olds selected learners at chance level. Overall, the results support views that children acquire an understanding of metacognitive gestures early in life and that the translation of this knowledge into selective teaching and selective learning choices improves with age.
Keywords: Collaborative learning; Development; Metacognition; Metacognitive gestures; Selective learning; Selective teaching.
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