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INFLUENCE OF FLUID INTELLIGENCE ON ACCURACY OF METACOGNITIVE

100%
Urban K., Urban M.
Studia Psychologica
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2018
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vol. 60
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issue 2
123 – 136
EN
Monitoring in Preschool Children Fades with the Calibration Feedback 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 pre-schoolers.
2
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REPREZENTÁCIE MUŽA A ŽENY V SÚČASNÝCH SLOVENSKÝCH HUDOBNÝCH FILMOCH URČENÝCH PRE DETI

100%
Urban M., Urban K.
Slovenské divadlo (Slovak Theatre)
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2017
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vol. 65
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issue 1
63 – 81
EN
The present study analyses the social representation of women and men in ten contemporary Slovak musical films aimed at children (Spievankovo, Fíha-tralala, Smejko a Tanculienka). An analysis of the internal and external features attributed to “men”, “women”, “boys”, and “girls” has revealed, in line with previous research, that men are associated with strength and courage and women with beauty and care. Gender also determines clothing, props. Contrary to previous findings, women in the analysed films, more often than men, display activity and dominance and take the role of moral and intellectual authorities. Men, on the other hand, are just as emotional as women. In conclusion, the author proposes a hypothesis to explain these discrepancies with the previous research.
3

DEVELOPMENT OF EARLY LITERACY SKILLS: A COMPARISON OF TWO EARLY LITERACY PROGRAMMES

81%
Petrová Z., Zápotočná O., Urban K., Urban M.
Pedagogický časopis (Journal of Pedagogy)
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2020
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vol. 11
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issue 2
51 – 72
EN
The aim of the present study is to monitor the effectiveness of a new conception of early literacy curriculum (in force since September 2016) which provides – unlike the previous one – a wide range of purposeful literacy practices and literacy events. The study compares graduates of previous early childhood literacy curriculum (tested in June 2016) with children who attended kindergarten in the years 2016-2019. Several indications of early literacy development were selected especially those that are culturally more sensitive, i.e. are significantly shaped by the social environment offering the broad spectrum of reading experiences. The results show statistically significant relationship of story listening comprehension with comprehension monitoring and narrative production, especially at the level of understanding the implicit meaning. The most profound group differences were found again in narratives and implicit meaning comprehension. On the other hand, no differences were found in indicators of phonemic awareness, comprehension monitoring and understanding the explicit meaning. The results are discussed in terms of their implications to educational practice.
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