Influence of fluid intelligence on accuracy of metacognitive monitoring in preschool children fades with the calibration feedback

Abstract

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 (however, 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.