Metacognitive monitoring and metacognitive strategies of gifted and average children on dealing with deductive reasoning task
In this paper, we inquire into possible differences between children with exceptionally high intellectual abilities and their average peers as regards metacognitive monitoring and related metacognitive strategies. The question whether gifted children surpass their typically developing peers not only...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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Bern Open Publishing
2021-09-01
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| Series: | Journal of Eye Movement Research |
| Subjects: | |
| Online Access: | https://bop.unibe.ch/JEMR/article/view/7323 |
| _version_ | 1818901682039291904 |
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| author | Ondřej Straka Šárka Portešová Daniela Halámková Michal Jabůrek |
| author_facet | Ondřej Straka Šárka Portešová Daniela Halámková Michal Jabůrek |
| author_sort | Ondřej Straka |
| collection | DOAJ |
| description | In this paper, we inquire into possible differences between children with exceptionally high intellectual abilities and their average peers as regards metacognitive monitoring and related metacognitive strategies. The question whether gifted children surpass their typically developing peers not only in the intellectual abilities, but also in their level of metacognitive skills, has not been convincingly answered so far. We sought to examine the indicators of metacognitive behavior by means of eye-tracking technology and to compare these findings with the participants’ subjective confidence ratings. Eye-movement data of gifted and average students attending final grades of primary school (4th and 5th grades) were recorded while they dealt with a deductive reasoning task, and four metrics supposed to bear on metacognitive skills, namely the overall trial duration, mean fixation duration, number of regressions and normalized gaze transition entropy, were analyzed. No significant differences between gifted and average children were found in the normalized gaze transition entropy, in mean fixation duration, nor - after controlling for the trial duration – in number of regressions. Both groups of children differed in the time devoted to solving the task. Both groups significantly differed in the association between time devoted to the task and the participants’ subjective confidence rating, where only the gifted children tended to devote more time when they felt less confident. Several implications of these findings are discussed. |
| first_indexed | 2024-12-19T20:23:38Z |
| format | Article |
| id | doaj.art-769044de8346480f832e74bdd26c4d7c |
| institution | Directory Open Access Journal |
| issn | 1995-8692 |
| language | English |
| last_indexed | 2024-12-19T20:23:38Z |
| publishDate | 2021-09-01 |
| publisher | Bern Open Publishing |
| record_format | Article |
| series | Journal of Eye Movement Research |
| spelling | doaj.art-769044de8346480f832e74bdd26c4d7c2022-12-21T20:06:53ZengBern Open PublishingJournal of Eye Movement Research1995-86922021-09-0114410.16910/jemr.14.4.1Metacognitive monitoring and metacognitive strategies of gifted and average children on dealing with deductive reasoning taskOndřej Straka0Šárka Portešová1Daniela Halámková2Michal Jabůrek3Faculty of Social Studies, Masaryk University, BrnoFaculty of Social Studies, Masaryk University, BrnoFaculty of Arts, Masaryk University, BrnoFaculty of Social Studies, Masaryk University, BrnoIn this paper, we inquire into possible differences between children with exceptionally high intellectual abilities and their average peers as regards metacognitive monitoring and related metacognitive strategies. The question whether gifted children surpass their typically developing peers not only in the intellectual abilities, but also in their level of metacognitive skills, has not been convincingly answered so far. We sought to examine the indicators of metacognitive behavior by means of eye-tracking technology and to compare these findings with the participants’ subjective confidence ratings. Eye-movement data of gifted and average students attending final grades of primary school (4th and 5th grades) were recorded while they dealt with a deductive reasoning task, and four metrics supposed to bear on metacognitive skills, namely the overall trial duration, mean fixation duration, number of regressions and normalized gaze transition entropy, were analyzed. No significant differences between gifted and average children were found in the normalized gaze transition entropy, in mean fixation duration, nor - after controlling for the trial duration – in number of regressions. Both groups of children differed in the time devoted to solving the task. Both groups significantly differed in the association between time devoted to the task and the participants’ subjective confidence rating, where only the gifted children tended to devote more time when they felt less confident. Several implications of these findings are discussed.https://bop.unibe.ch/JEMR/article/view/7323individual differencesmetacognitiongifted childrendeductive reasoningmental modelseye tracking |
| spellingShingle | Ondřej Straka Šárka Portešová Daniela Halámková Michal Jabůrek Metacognitive monitoring and metacognitive strategies of gifted and average children on dealing with deductive reasoning task Journal of Eye Movement Research individual differences metacognition gifted children deductive reasoning mental models eye tracking |
| title | Metacognitive monitoring and metacognitive strategies of gifted and average children on dealing with deductive reasoning task |
| title_full | Metacognitive monitoring and metacognitive strategies of gifted and average children on dealing with deductive reasoning task |
| title_fullStr | Metacognitive monitoring and metacognitive strategies of gifted and average children on dealing with deductive reasoning task |
| title_full_unstemmed | Metacognitive monitoring and metacognitive strategies of gifted and average children on dealing with deductive reasoning task |
| title_short | Metacognitive monitoring and metacognitive strategies of gifted and average children on dealing with deductive reasoning task |
| title_sort | metacognitive monitoring and metacognitive strategies of gifted and average children on dealing with deductive reasoning task |
| topic | individual differences metacognition gifted children deductive reasoning mental models eye tracking |
| url | https://bop.unibe.ch/JEMR/article/view/7323 |
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