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

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14230%2F21%3A00119311" target="_blank" >RIV/00216224:14230/21:00119311 - isvavai.cz</a>

Výsledek na webu

<a href="https://bop.unibe.ch/JEMR/article/view/7323" target="_blank" >https://bop.unibe.ch/JEMR/article/view/7323</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.16910/jemr.14.4.1" target="_blank" >10.16910/jemr.14.4.1</a>

Jazyk výsledku

angličtina

Název v původním jazyce

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

Popis výsledku v původním jazyce

The article covers with the potential differences in metacognitive strategies between gifted and average children. Metacognitive strategies were experimentally elicited by means of a series of deductive reasoning tasks, presented on a computer screen. During the process of reading and solving the presented tasks, eye-movements of participants were recorded and several eye-tracking related metrics were later analyzed, together with data bearing on subjective confidence rating. Although mild differences in in the association between time devoted to the task and the participants’ subjective confidence rating were found, we failed to detect expected differences in the eye-tracking metrics, notably in the gaze transition entropy. Implications for the education of gifted students and for the potential of eye-tracking technology as a tool for surveying metacognitive skills are discussed.

Název v anglickém jazyce

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

Popis výsledku anglicky

The article covers with the potential differences in metacognitive strategies between gifted and average children. Metacognitive strategies were experimentally elicited by means of a series of deductive reasoning tasks, presented on a computer screen. During the process of reading and solving the presented tasks, eye-movements of participants were recorded and several eye-tracking related metrics were later analyzed, together with data bearing on subjective confidence rating. Although mild differences in in the association between time devoted to the task and the participants’ subjective confidence rating were found, we failed to detect expected differences in the eye-tracking metrics, notably in the gaze transition entropy. Implications for the education of gifted students and for the potential of eye-tracking technology as a tool for surveying metacognitive skills are discussed.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50302 - Education, special (to gifted persons, those with learning disabilities)

Projekt

<a href="/cs/project/GA17-14715S" target="_blank" >GA17-14715S: Vývoj metakognitivních schopností u nadaných dětí</a><br>

Návaznosti

P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)<br>S - Specificky vyzkum na vysokych skolach

Rok uplatnění

2021

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Journal of Eye Movement Research

ISSN

1995-8692

e-ISSN

1995-8692

Svazek periodika

14

Číslo periodika v rámci svazku

4

Stát vydavatele periodika

CH - Švýcarská konfederace

Počet stran výsledku

21

Strana od-do

1-21

Kód UT WoS článku

000756928900003

EID výsledku v databázi Scopus

2-s2.0-85116922237