Cognitive Training in the Domain of Mathematics for Potentially Gifted Children in Primary School
This study examined auditive and visual working memory and metacognitive knowledge in 92 gifted children (aged between eight and twelve), utilising a pre-test-training-post-test design, known as the cognitive training design. This approach was used to examine the working memory and metacognitive kno...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
MDPI AG
2022-02-01
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| Series: | Education Sciences |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2227-7102/12/2/127 |
| _version_ | 1797480959951503360 |
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| author | Mirjam G. J. de Vreeze-Westgeest Bart Vogelaar |
| author_facet | Mirjam G. J. de Vreeze-Westgeest Bart Vogelaar |
| author_sort | Mirjam G. J. de Vreeze-Westgeest |
| collection | DOAJ |
| description | This study examined auditive and visual working memory and metacognitive knowledge in 92 gifted children (aged between eight and twelve), utilising a pre-test-training-post-test design, known as the cognitive training design. This approach was used to examine the working memory and metacognitive knowledge of gifted children concerning the progression after a cognitive training programme in arithmetical problem solving, taking into account the role of intelligence. Children were allocated to one of two experimental conditions: children received training after the pre-test (cognitive training condition) or were provided with training after the post-test (control condition). The results show that all children made significant improvements in working memory and metacognition. Intelligence significantly predicted verbal and visual working memory. However, we did not find a meaningful relationship between intelligence and metacognitive knowledge. The cognitive training in arithmetical problem solving seems to bring additional measurable changes in metacognitive knowledge, but not in working memory. |
| first_indexed | 2024-03-09T22:07:40Z |
| format | Article |
| id | doaj.art-a1d1222886f445eabdc9af403c96246a |
| institution | Directory Open Access Journal |
| issn | 2227-7102 |
| language | English |
| last_indexed | 2024-03-09T22:07:40Z |
| publishDate | 2022-02-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj.art-a1d1222886f445eabdc9af403c96246a2023-11-23T19:37:47ZengMDPI AGEducation Sciences2227-71022022-02-0112212710.3390/educsci12020127Cognitive Training in the Domain of Mathematics for Potentially Gifted Children in Primary SchoolMirjam G. J. de Vreeze-Westgeest0Bart Vogelaar1Developmental & Educational Psychology, Leiden University, 2300 RB Leiden, The NetherlandsDevelopmental & Educational Psychology, Leiden University, 2300 RB Leiden, The NetherlandsThis study examined auditive and visual working memory and metacognitive knowledge in 92 gifted children (aged between eight and twelve), utilising a pre-test-training-post-test design, known as the cognitive training design. This approach was used to examine the working memory and metacognitive knowledge of gifted children concerning the progression after a cognitive training programme in arithmetical problem solving, taking into account the role of intelligence. Children were allocated to one of two experimental conditions: children received training after the pre-test (cognitive training condition) or were provided with training after the post-test (control condition). The results show that all children made significant improvements in working memory and metacognition. Intelligence significantly predicted verbal and visual working memory. However, we did not find a meaningful relationship between intelligence and metacognitive knowledge. The cognitive training in arithmetical problem solving seems to bring additional measurable changes in metacognitive knowledge, but not in working memory.https://www.mdpi.com/2227-7102/12/2/127gifted childrenworking memorymetacognitioncognitive trainingmathematicsexecutive functions |
| spellingShingle | Mirjam G. J. de Vreeze-Westgeest Bart Vogelaar Cognitive Training in the Domain of Mathematics for Potentially Gifted Children in Primary School Education Sciences gifted children working memory metacognition cognitive training mathematics executive functions |
| title | Cognitive Training in the Domain of Mathematics for Potentially Gifted Children in Primary School |
| title_full | Cognitive Training in the Domain of Mathematics for Potentially Gifted Children in Primary School |
| title_fullStr | Cognitive Training in the Domain of Mathematics for Potentially Gifted Children in Primary School |
| title_full_unstemmed | Cognitive Training in the Domain of Mathematics for Potentially Gifted Children in Primary School |
| title_short | Cognitive Training in the Domain of Mathematics for Potentially Gifted Children in Primary School |
| title_sort | cognitive training in the domain of mathematics for potentially gifted children in primary school |
| topic | gifted children working memory metacognition cognitive training mathematics executive functions |
| url | https://www.mdpi.com/2227-7102/12/2/127 |
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