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Children’s Allocation of Study Time during the Solution of Raven’s Progressive Matrices

Aix Marseille University, PSYCLE, 13284 Aix-en-Provence, France
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Received: 14 November 2017 / Revised: 29 January 2018 / Accepted: 8 February 2018 / Published: 28 February 2018
(This article belongs to the Special Issue Cognitive Development and Individual Variability)
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Abstract

The acuity of reasoning on Raven’s Progressive Matrices is strongly influenced by strategic determinants. Building on metamemory studies that highlight the influence of study-time allocation on memory development, we investigated children’s allocation of study time while solving these matrices. A total of 170 children aged 6–12 years completed a computerized short-form version of the standard matrices featuring items selected to represent a broad range of difficulties. Beyond analyzing changes in mean latencies and performances with age, we used generalized additive mixed models to explore within-participant variability in response times as a function of both item complexity and overall individual efficiency. Results revealed that individual differences in performances were significantly associated with children’s adaptive modulation of response times. Mediation analysis further indicated that response-time modulation contributed to age-related changes in performance. Taking account of study-time allocation in reasoning tasks may open up new avenues for the study of reasoning development and the assessment of intellectual functioning. View Full-Text
Keywords: reasoning; allocation of study time; cognitive development; Raven’s Progressive Matrices reasoning; allocation of study time; cognitive development; Raven’s Progressive Matrices
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Perret, P.; Dauvier, B. Children’s Allocation of Study Time during the Solution of Raven’s Progressive Matrices. J. Intell. 2018, 6, 9.

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