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

2021 ◽  
Vol 14 (4) ◽  
Author(s):  
Ondřej Straka ◽  
Šárka Portešová ◽  
Daniela Halámková ◽  
Michal Jabůrek
Keyword(s):  
Fixation Duration ◽  
Deductive Reasoning ◽  
Gifted Children ◽  
Metacognitive Skills ◽  
Metacognitive Monitoring ◽  
Trial Duration ◽  
Reasoning Task ◽  
Intellectual Abilities ◽  
Subjective Confidence ◽  
Transition Entropy

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.

scholarly journals Jak měřit metakognici (nejen) u nadaných dětí

2021 ◽  
Author(s):  
Ondřej Straka
Keyword(s):  
Time Lag ◽  
Gifted Children ◽  
Metacognitive Monitoring ◽  
Specific Group ◽  
Intellectually Gifted ◽  
On Line ◽  
Intellectual Giftedness

The publication deals with the topic of measuring metacognition, with special emphasis on a specific group of intellectually gifted children. It briefly presents the construct of metacognition itself, its relation to intellectual giftedness, together with a taxonomy of metacognitive phenomena. Next, the most important methods developed to assess metacognition are discussed and critically appraised. The monography covers both the methods, in which the data are registered during the execution of the stimulus task (on-line methods), and the methods, where the data are recorded with some time lag (off-line methods). The most extensive part of the publication is devoted to the topic of various measures, used to express the level of metacognitive monitoring.

scholarly journals Developmental and Cognitive Characteristics of “High-Level Potentialities” (Highly Gifted) Children

2011 ◽  
Vol 2011 ◽  
pp. 1-14 ◽  
Author(s):  
Laurence Vaivre-Douret
Keyword(s):  
Psychomotor Development ◽  
Gifted Children ◽  
Developmental Studies ◽  
Primary Schooling ◽  
Increased Risk ◽  
The Social ◽  
Intellectual Abilities ◽  
Development Data ◽  
High Level ◽  
The Brain

This study covers the interesting field of the development in gifted children which is often neglected in pediatrics because psychomotor development data are still rare, since “gifted” children are generally noticed towards the end of their primary schooling by IQ measurement. Developmental studies have shown the evidence from several fields that children identified as “high-level potentialities” or “intellectually gifted” develop sensory, locomotor, neuropsychological, and language skills earlier than typically expected. The hypothesis is offered that the earlier development originates from biological processes affecting the physical development of the brain and in turn even intellectual abilities are developed earlier, potentially allowing for advanced development. Further it is discussed how these developmental advances interact with the social environment and in certain circumstances may entail increased risk for developing socioemotional difficulties and learning disabilities that often go unaddressed due to the masking by the advance intellectual abilities.

Teaching Through Investigative Case Studies: Lessons from Invertebrate Paleontology

2012 ◽  
Vol 12 ◽  
pp. 169-180
Author(s):  
Tamra A. Schiappa
Keyword(s):  
Case Studies ◽  
Learning Strategies ◽  
Deductive Reasoning ◽  
Traditional Approach ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Metacognitive Skills ◽  
Dynamic Learning ◽  
Invertebrate Paleontology ◽  
Problem Solve

Students in traditional invertebrate paleontology courses typically are required to identify, sketch morphologic features, and memorize chronostratigraphic ranges of major fossil taxa. This traditional approach is viewed as mundane and unnecessary by many students. Integrating new learning strategies involving specific case studies into an invertebrate paleontology course creates a dynamic learning environment. This improves students' observational and critical-thinking skills as well as their understanding of the utility of the fossil record and key geologic concepts. New teaching strategies, such as investigative case studies, provide students with opportunities to develop good deductive reasoning and metacognitive skills. Strengthening these types of skills, which include comprehension, the ability to problem-solve, and the analysis and interpretation of data, will prepare students to be more successful as scientists.

Reducing cognitive complexity in a hypothetico-deductive reasoning task

2000 ◽  
Vol 6 (3) ◽  
pp. 253-265 ◽  
Author(s):  
Pam Marek ◽  
Richard A. Griggs ◽  
Cynthia S. Koenig
Keyword(s):  
Cognitive Complexity ◽  
Deductive Reasoning ◽  
Reasoning Task

scholarly journals METACOGNITIVE STRATEGIES AND THEIR IMPLEMENTATION INTO THE ESP CLASSROOM IN THE CONTEXT OF DISTANCE LEARNING

2021 ◽  
Vol 1 (193) ◽  
pp. 333-337
Author(s):  
Inesa Baybakova ◽  
◽  
Oleksandra Hasko ◽  
Keyword(s):  
Distance Learning ◽  
Online Education ◽  
Time Management ◽  
Time Frame ◽  
Metacognitive Strategies ◽  
Educational Process ◽  
Educational Outcome ◽  
Metacognitive Skills ◽  
Metacognitive Monitoring ◽  
Mutual Correlation

The article deals with metacognition as the notion in general and its strategies in particular implemented into the ESP course since online education has revealed the importance of some distance learning aspects, metacognitive strategies being part of them. The latest research and publications analysis prove that in spite of the fact that metacognition has been much researched and implemented into teaching and learning in EFL/ESL classroom concerning a foreign language it has not been deeply considered with regard to ESP. The article is aimed at focusing on metacognition and the corresponding strategies in terms of ESP, metacognitive monitoring, self-regulated studies in the framework of online education. The notion of metacognition being defined as ‘thinking about one’s thinking’ and in a wider sense treated as ‘awareness or analysis of one's own learning or thinking processes’ is applied to plan, monitor, and assess one’s understanding and performance. It comprises a person’s awareness of oneself not only in terms of his/her thinking and learning but also of seeing himself/herself as a thinker and learner. Thus, there exists mutual correlation between students ’ success and their metacognitive knowledge: the higher level of metacognition, the better educational outcome and vice versa. Developed metacognitive skills enhance learners’ motivational perspective, increase their ability to clearly understand objectives and tasks set enabling them to study and master new material faster due to efficient approaches used and proper strategies applied which is especially important for online learners as it requires considerable control and time management in a limited time frame for the ESP course and mixed grouping. The above mentioned findings have proved to be worth further focusing on being crucial from the point of view of ESP metacognitive strategies for regulating students ’ educational process, conducting metacognitive monitoring as well as performing self-regulated learning which is ofparticular importance under current circumstances in the framework of online education.

How parental viewpoint and personality affect gifted child outcomes

2020 ◽  
pp. 026142942094607
Author(s):  
Deborah L Ruf
Keyword(s):  
Child Outcomes ◽  
Gifted Children ◽  
Social Emotional ◽  
The Social ◽  
Intellectual Abilities ◽  
Ability Levels ◽  
Adult Career ◽  
The Difference ◽  
Outcomes For Children ◽  
Age Range

A 17-year longitudinal follow-up of 56 American gifted children investigates and gives examples of a variety of social, emotional, and career outcomes for children who are in the same intellectual ranges. Evaluated for 5 Levels of Giftedness 1 as children, the subjects’ intellectual abilities are compared within and across five ability levels of typical to exceptionally and profoundly gifted. The subjects’ current age range is 22 to 43. Results indicate that it is the parental personality and viewpoint that most significantly make the difference in outcomes. That is, parental actions and advocacy on behalf of their gifted children are a function of their viewpoint and personality preference. Stated simply as one example: for parents who believe—hold the viewpoint that—either the school or their child should make changes in their behaviors, they often end up in recurring battles of the will rather than satisfactory or good results. When parents discover what works most naturally for their child’s ways of learning, they can take positive actions to find an environment that already exists or they can establish an environment that opens up a good “fit” not only in their child’s learning and academic realm, but in the social, emotional, and eventual adult career domains, as well.

The Instructional Approach: Improving the Performance of a Person with Moderate Mental Retardation in a Reasoning Task

2004 ◽  
Vol 4 (1) ◽  
pp. 148-150
Author(s):  
Stella Fontana
Keyword(s):  
Mental Retardation ◽  
Deductive Reasoning ◽  
Short Term Memory ◽  
Instructional Approach ◽  
Short Term ◽  
Reasoning Task ◽  
Moderate Mental Retardation ◽  
Improved Performance ◽  
Final Question

Persons with mental retardation have limitations in their cognitive functions and thus low performances in reasoning tasks. The author of this case study aimed at understanding the difficulties of a thirty-year-old female with moderate mental retardation, in resolving a deductive reasoning task and to see if, when compensating these difficulties, she would be able to improve her performance. The postulated deficits were a lack of planning (e.g., Borkowski, Reid, & Kurtz, 1984), an inefficient encoding of information (e.g., Ellis, Meador, & Bodfich, 1985) and a limited short-term memory (e.g., Dulaney & Ellis, 1991). To achieve improved performance, we proposed aids to compensate for the postulated deficits following the instructional approach of Belmont and Butterfield (1977). A second interesting question was whether working with figurative material would have an effect on the resolution of verbal syllogisms. A final question concerned which variables influenced the performance in verbal syllogisms.

A failure of conflict to modulate dual-stream processing may underlie the formation and maintenance of delusions

2010 ◽  
Vol 25 (2) ◽  
pp. 80-86 ◽  
Author(s):  
W.J. Speechley ◽  
C.B. Murray ◽  
R.M. McKay ◽  
M.T. Munz ◽  
E.T.C. Ngan
Keyword(s):  
Decision Making ◽  
Deductive Reasoning ◽  
Failure Model ◽  
Reasoning Task ◽  
Logical Validity ◽  
Conditional Statements ◽  
Conflict Condition ◽  
Contradictory Evidence ◽  
Logical Process ◽  
Preliminary Support

AbstractBackgroundDual-stream information processing proposes that reasoning is composed of two interacting processes: a fast, intuitive system (Stream 1) and a slower, more logical process (Stream 2). In non-patient controls, divergence of these streams may result in the experience of conflict, modulating decision-making towards Stream 2, and initiating a more thorough examination of the available evidence. In delusional schizophrenia patients, a failure of conflict to modulate decision-making towards Stream 2 may reduce the influence of contradictory evidence, resulting in a failure to correct erroneous beliefs.MethodDelusional schizophrenia patients and non-patient controls completed a deductive reasoning task requiring logical validity judgments of two-part conditional statements. Half of the statements were characterized by a conflict between logical validity (Stream 2) and content believability (Stream 1).ResultsPatients were significantly worse than controls in determining the logical validity of both conflict and non-conflict conditional statements. This between groups difference was significantly greater for the conflict condition.ConclusionsThe results are consistent with the hypothesis that delusional schizophrenia patients fail to use conflict to modulate towards Stream 2 when the two streams of reasoning arrive at incompatible judgments. This finding provides encouraging preliminary support for the Dual-Stream Modulation Failure model of delusion formation and maintenance.

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