Dynamic approach to measurement of children's metacomponential functioning

This study examined the validity of a dynamic assessment approach to the measurement of metacomponential (executive level) processing of young children. Forty-eight children were administered two measures of executive-level functioning, one of which was a dynamic assessment interview, and a standardized achievement test. Reliability measures supported the use of the interview instrument as a measure of general executive-level functioning, but not of specific metacomponents. Correlation and regression analyses provided evidence of construct and criterion-related validity, with mixed support for the application of Sternberg's (1985) componential theory to investigations of young children's cognition, and for the use of a nontraditional measure in that application. Evidence is provided that the interview instrument measures both content knowledge and metacomponential processing, but additional research is needed on this issue.