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.
The unskilled and unaware effect occurs when low-performing individuals overestimate their performance, while high performers underestimate it. The aim of the present study was to examine an occurrence of the unskilled and unaware effect in a self-assessment of creative performance, linking this phenomenon to creative metacognition (CMC) research. 262 participants from four educational stages (preschool, elementary school, high school, and undergraduate) performed an alternative uses task and evaluated their performance using self-and comparative judgments. A non-hierarchical cluster analysis of creative performance, judgments, and metacognitive accuracy was able to identify three separate clusters: an overestimating group of unskilled and unaware participants (27.1%), an underestimating group of skilled and unaware participants (44.3%), and, surprisingly, a group of unskilled but aware participants (28.6%). All three groups were present throughout the entire sample, from preschoolers to university students, but the distribution had developed with age. The most unskilled and unaware participants were in the group of preschoolers, while there were the most skilled but unaware among the university students. The findings are discussed in the context of creative metacognition and creative self-efficacy research.
In today's unmanned productions systems, it is very important that the manufacturing processes are carried out efficiently and smoothly. Therefore, controlling chip formation becomes an essential issue to be dealt with. It can be said that the material removal from a workpiece using machining is based on the degradation of material cohesion made in a controlled manner. The aim of the study was to understand the chip formation mechanisms that can, during uncontrolled processes, result in the formation and propagation of microcracks on the machined surface and, as such, cause failure of a component during its operation. This article addresses some aspects of chip formation in the orthogonal and oblique slow-rate machining of EN 16MnCr5 steel. In order to avoid chip root deformation and its thermal influence on sample acquisition, that could cause the changes in the microstructure of material, a new reliable method for sample acquisition has been developed in this research. The results of the experiments have been statistically processed. The obtained dependencies have uncovered how the cutting tool geometry and cutting conditions influence a chip shape, temperature in cutting area, or microhardness according to Vickers in the area of shear angle.
Metacognition and motivation are considered key facets of self-regulation in various contexts. Recent studies identified a link between metacognition and creative performance, with metacognitively aware students performing more creatively and exhibiting higher levels of intrinsic and identified extrinsic motivation. The present study aims to examine the relationship between metacognition, orientation toward intrinsic or extrinsic motivation, and creative performance. One hundred nineteen university students completed the Metacognitive Awareness Inventory (MAI) and Scale of Intrinsic versus Extrinsic Orientation in the Classroom and performed four verbal creativity tasks (product improvement task, consequences task, and two unusual uses tasks). The partial correlation network showed that all the creativity tasks were uniquely related to at least one facet of metacognition, and that the most complex task (product improvement task) was linked to both metacognitive knowledge and regulation. Furthermore, the structural equation model indicated that orientation toward intrinsic motivation mediated the relationship between metacognition and creative performance, explaining 16% of the variance in creative performance.
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