Abstract
Influence of Fluid Intelligence on Accuracy of Metacognitive Monitoring in Preschool Children Fades with the Calibration Feedback
Highlights
Higher fluid intelligence leads to better accuracy in metacognitive monitoring, but in school age this influence is moderated by the child’s development and education
In the results section we first test our hypothesis that performance feedback and calibration feedback have a positive impact on the accuracy of preschool children’s metacognitive monitoring
In the analysis that follows we examine the explanatory effect of intelligence on the accuracy of metacognitive monitoring in the NF control group and the PF and calibration feedback (CF) experimental groups
Summary
Higher fluid intelligence leads to better accuracy in metacognitive monitoring, but in school age this influence is moderated by the child’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 (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. Monitoring ongoing activities is essential for planning and coordinating operations and resources that enable the person to choose, change or improve their strategy for
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