Metacognitive monitoring and metacognitive strategies of gifted and average children on dealing with deductive reasoning task
| Authors | |
|---|---|
| Year of publication | 2021 |
| Type | Article in Periodical |
| Magazine / Source | Journal of Eye Movement Research |
| MU Faculty or unit | |
| Citation | |
| Web | article - open access |
| Doi | http://dx.doi.org/10.16910/jemr.14.4.1 |
| Keywords | individual differences; metacognition; gifted children; deductive reasoning; mental models; eye tracking; gaze transition entropy; reading |
| Attached files | |
| Description | 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. |
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