Giftedness and Flexibility on a Mathematical Set-Breaking Task
- 1 April 1991
- journal article
- Published by SAGE Publications in Gifted Child Quarterly
- Vol. 35 (2) , 99-105
- https://doi.org/10.1177/001698629103500209
Abstract
Accuracy, speed, flexibility, and metacognitive knowledge were studied in 19 school-identified gifted and 11 average ability 11-year-old students. The most intet-esting result was a significant three-way interaction among giftedness, speed, and flexibility, with metacognitive knowledge as the criterion. Regardless of speed, rigid (inflexible) gifted children had less metacognitive knowledge than flexible gifted children. Flexible gifted children who solved the problems quickly had more metacognitive knowledge than those who solved them slowly. Among average children, rigid subjects had less metacognitive knowledge, regardless of speed, and flexible average children showed more metacognitive knowledge when they were slower on the problems.Keywords
This publication has 12 references indexed in Scilit:
- Metacognition, Intelligence and GiftednessGifted Child Quarterly, 1987
- Intelligence: The Speed and Accuracy Tradeoff in High Aptitude IndividualsJournal for the Education of the Gifted, 1986
- Metacognition, Cognitive Monitoring, and Mathematical PerformanceJournal for Research in Mathematics Education, 1985
- The gifted and talented: Developmental perspectives.Published by American Psychological Association (APA) ,1985
- The Role of Insight in Intellectual GiftednessGifted Child Quarterly, 1984
- A process model for water jug problemsCognitive Psychology, 1976
- The Process of EducationAmerican Journal of Physics, 1963
- The water-jar Einstellung test as a measure of rigidity.Psychological Bulletin, 1956
- On recent usage of the Einstellung-effect as a test of rigidity.Journal of Consulting Psychology, 1951
- Mechanization in problem solving: The effect of Einstellung.Psychological Monographs: General and Applied, 1942