Influence of Fluid Intelligence on Accuracy of Metacognitive Monitoring in Preschool Children Fades with the Calibration Feedback

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F44555601%3A13530%2F18%3A43894211" target="_blank" >RIV/44555601:13530/18:43894211 - isvavai.cz</a>

Výsledek na webu

<a href="http://dx.doi.org/10.21909/sp.2018.02.757" target="_blank" >http://dx.doi.org/10.21909/sp.2018.02.757</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.21909/sp.2018.02.757" target="_blank" >10.21909/sp.2018.02.757</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Influence of Fluid Intelligence on Accuracy of Metacognitive Monitoring in Preschool Children Fades with the Calibration Feedback

Popis výsledku v původním jazyce

Higher fluid intelligence leads to better accuracy in metacognitive monitoring, but in school age this influence is moderated by the child&apos;s development and education. The goal of the study is to examine the interaction between fluid intelligence and performance feedback or calibration feedback on monitoring accuracy in 88 preschool children. The children in the group that received performance (PF) or calibration feedback (CF) were significantly more accurate at monitoring than the children without feedback (NF). Fluid intelligence correlated with monitoring accuracy for the whole dataset and explained 49% of variance in monitoring accuracy in the NF group; 26% in the PF group (feedback alone explained 20%) and only 12% in the CF group, not reaching significance (however, feedback alone explained 26%). Results indicate that calibration feedback could potentially fulfil the role of later education and development in improving monitoring accuracy and moderate the effect of fluid intelligence already in preschoolers.

Název v anglickém jazyce

Influence of Fluid Intelligence on Accuracy of Metacognitive Monitoring in Preschool Children Fades with the Calibration Feedback

Popis výsledku anglicky

Higher fluid intelligence leads to better accuracy in metacognitive monitoring, but in school age this influence is moderated by the child&apos;s development and education. The goal of the study is to examine the interaction between fluid intelligence and performance feedback or calibration feedback on monitoring accuracy in 88 preschool children. The children in the group that received performance (PF) or calibration feedback (CF) were significantly more accurate at monitoring than the children without feedback (NF). Fluid intelligence correlated with monitoring accuracy for the whole dataset and explained 49% of variance in monitoring accuracy in the NF group; 26% in the PF group (feedback alone explained 20%) and only 12% in the CF group, not reaching significance (however, feedback alone explained 26%). Results indicate that calibration feedback could potentially fulfil the role of later education and development in improving monitoring accuracy and moderate the effect of fluid intelligence already in preschoolers.

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

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2018

Kód důvěrnosti údajů

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

Název periodika

Studia psychologica: international journal of research and theory in psychological sciences

ISSN

0039-3320

e-ISSN

—

Svazek periodika

60

Číslo periodika v rámci svazku

2

Stát vydavatele periodika

SK - Slovenská republika

Počet stran výsledku

14

Strana od-do

123-136

Kód UT WoS článku

000441542000005

EID výsledku v databázi Scopus

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