Cognitive Training in the Domain of Mathematics for Potentially Gifted Children in Primary School

Autor/inn/en	de Vreeze-Westgeest, Mirjam G. J.; Vogelaar, Bart
Titel	Cognitive Training in the Domain of Mathematics for Potentially Gifted Children in Primary School
Quelle	In: Education Sciences, 12 (2022), Artikel 127 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Vogelaar, Bart)
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Gifted; Elementary School Students; Cognitive Development; Metacognition; Memory; Arithmetic; Short Term Memory; Intelligence; Mathematics; Mathematics Skills; Problem Solving; Executive Function; Cognitive Tests; Intelligence Tests; Digit Span Test; Wechsler Intelligence Scale for Children + Suchen Sie Ihr Suchwort? Begabter, Hoch Begabter; Kognitive Entwicklung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Gedächtnis; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Kurzzeitgedächtnis; Intelligenz; Klugheit; Mathematik; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Problemlösen; Kognitiver Fähigkeitstest; Intelligence test; Intelligenztest
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11