Journal of Experimental Child Psychology vol:108 issue:1 pages:61-76
A test–intervention–test study was conducted investigating the role of intelligence on four parameters of strategy competence in the context of a numerosity judgment task. Moreover, the effectiveness of two feedback types on these four parameters was tested. In the two test sessions, the choice/no-choice method was used to assess the strategy repertoire, frequency, efficiency, and adaptivity of a group of low-, average-, and high-intelligence children.
During the intervention, half of the participants from each
intelligence group were given outcome feedback (OFB), whereas the other half received strategy feedback (SFB). The pretest data showed large differences among the three intelligence groups on all four strategy parameters. These differences had disappeared at the posttest due to a particularly strong improvement on all strategy parameters in the low-intelligence group. Furthermore, it was found that SFB was more beneficial than OFB for all parameters
involving strategy selection. These results indicate that intelligence plays an important role in children’s strategy use and suggest that strategy feedback can be a powerful instructional tool, especially for low-intelligence children.