Diagnostic Utility zyxw of K-ABC 315 zy NAGLIERI, zyxwvutsrq J. A., 8r HADDAD, F. A. (1985). Learning disabled children’s performance on the Kaufman Assess- ment Battery for Children: A concurrent validity study. Journal of PsychoeducationalAssessment, 2, 49-56. U.S. BUREAU OF THE zyxwvutsrq CENSUS. (1981). 198OCenstcs of Population Table I PCBO-SI. Washington, DC: US. Government Printing Office. zyxwvut Psychology in the Schools Volume 24. October 1987 MEASUREMENT OF METACOMPONENTIAL PROCESSING IN YOUNG CHILDREN’ DOUGLAS H. CLEMENTS AND BONNIE K. NASTASI Kent State University The purpose of this study was to provide initial information regarding: (a) the ap- plicability of Sternberg’s componential theory of intellectual functioning to young children’s thinking, and (b) the validity of an observational approach to the measure- ment of metacomponential processing. Results indicated that both reliability and construct validity of the observational instrument were acceptable. The results also provided support for Sternberg’s theory as applied to young children’s cognition and suggested separable phases of componential processing. Metacognitive, or executive, processes are those mental operations that control a person’s cognitive functioning. They have been shown to be of crucial importance to conceptualizations of learning, development, and intelligence (Garofalo zyx & Lester, zy 1985; Pressley, Borkowski, 8z Schneider, in press; Schoenfeld, 1983; Sternberg, 1985). Few measures of metacognitive processing exist, however, and those that do are not usually based on a specific theory (Meichenbaum, Burland, Gruson, & Cameron, 1985). The present study evaluated the effectiveness of a naturalistic approach to the measurement of metacognitive processing as defined by Sternberg. Sternberg’s componential theory posits three kinds of information-processing com- ponents: performance components, knowledge-acquisition components, and metacom- ponents. Performance components are used in the actual execution of a task. They in- clude encoding, representing, comparing, combining, and responding. Knowledge- acquisition components are processes used in gaining new knowledge and in solving prob- lems requiring insight. They seZectiveZy encode, combine, and compare information to determine what is relevant, integrate information into a connected whole, and relate newly acquired information to existing knowledge. Metacomponents are executive processes that are utilized in planning and evaluating information processing. They include: deciding on the nature of the problem, deciding on performance components relevant for the solution of the problem, deciding on how Reprint requests should be sent to Douglas H. Clements, Teacher Development & Curriculum Studies, 401 White Hall, Kent State University, Kent, OH 44242. ‘This project was supported in part by a grant from the Martha Holden Jennings Foundation. Thanks are due to the principal, Linda Robertson, and the staff and students at Craddock Elementary School in Aurora, Ohio, for their interest in and assistance with this research and to the anonymous reviewers for their helpful suggestions.