Metacognitive monitoring and metacognitive strategies of gifted and average children on dealing with deductive reasoning task.

ABSTRACT: 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 su

SUBMITTER: Straka O 

PROVIDER: S-EPMC8559419 | biostudies-literature | 2021

REPOSITORIES: biostudies-literature