Abstract
This study examined auditive and visual working memory and metacognitive knowledge in 92 gifted children (aged between eight and twelve), utilising a pre-test-training-post-test design, known as the cognitive training design. This approach was used to examine the working memory and metacognitive knowledge of gifted children concerning the progression after a cognitive training programme in arithmetical problem solving, taking into account the role of intelligence. Children were allocated to one of two experimental conditions: children received training after the pre-test (cognitive training condition) or were provided with training after the post-test (control condition). The results show that all children made significant improvements in working memory and metacognition. Intelligence significantly predicted verbal and visual working memory. However, we did not find a meaningful relationship between intelligence and metacognitive knowledge. The cognitive training in arithmetical problem solving seems to bring additional measurable changes in metacognitive knowledge, but not in working memory.
Highlights
In the Dutch educational system, gifted children may undergo part of their education in enrichment classes
In the Netherlands, enrolment in these classes is often based on their school performance; those who score at least at the 80th percentile in comprehensive reading and mathematics are admitted to enrichment classes
The current study sought to investigate the usefulness of a cognitive training programme, focusing on executive functions in the domain of arithmetical problem solving
Summary
In the Dutch educational system, gifted children may undergo part of their education in enrichment classes. In the Netherlands, enrolment in these classes is often based on their school performance; those who score at least at the 80th percentile in comprehensive reading and mathematics are admitted to enrichment classes. Formal intelligence testing is often not conducted in primary education in the Netherlands [1]. What it means to be gifted has changed tremendously over the past decades. Not a homogeneous group; they differ in terms of intellectual capacity, school grades, executive functioning, motivation and metacognitive skills [1,2]. Gifted children have different educational and instructional needs in the classroom. Interventions are administered focusing on enrichment and deepening of the curriculum, acceleration, social–emotional skills and metacognitive skills, such as planning and organising [2]
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