Memory-Metamemory Connection in Intellectually Gifted and Normal Children

Abstract

Very little is known about the differences in cognitive processing between gifted and normal children. One theory (3) suggests that gifted children will exhibit better memory and more knowledge about memory (metamemory) than normal children. In the present study, differences becween gifted and normal children in memory performance and knowledge were examined. Subjects included 27 children (M CA = 13.3 yr.) divided into two groups. Thirteen subjects were classified as in~ellectually gifted (M IQ = 142) while 14 subjects were classified as intellectually nbrmal (M IQ = 107) based on Otis-Lennon IQs. Children were individually interviewed about their memory using questions adapted from Kreutzer, Leonard, and Flavell (1) (story-list, study plan, study time, effort, and experience) in addition to another set of questions concerning executive control (memory monitoring, checking). Recall tasks (categorizable list, unrelated list, and recall of two stories) were administered in counterbalanced order following the metamemory interview. Scoring of memory tasks involved calculating the number of words recalled from the categorizable list and the unrelated list. Interview protocols were scored for accuracy and memory knowledge. Story recall was determined using the scoring criteria devised by Mandler and Johnson (2). Interrater reliability exceeded 85% for all items. A multivariate analysis of variance was performed to detect differences on five measures of metamemory and three of memory as a function of group (gifted versus normal). Analysis gave no significant differences between groups. Subsequent univariate tests indicated that of the eight measures, only one, knowledge of effort, differentiated the gifted (M = 16.69, SD = 1.49) and normal subjects (M = 13.64, SD = 3.29; t = -3.05, p < .01). Pearson correlations between metamemory and memory scores yielded three (of 15) significant. Recall on the unrelated lists was negatively related to knowledge of a study plan (r = -.38, p < .05). Story recall was related to scores on knowledge of executive concrol (r = .37, P < .05) and effort