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Metamemory in Gifted Children

Martha Carr

University of Notre Dame

John G. Borkowski

University of Notre Dame

This study examined relationships among divergent thinking, metamory, achievement, and IQ in gifted children. Ninety-eight fifth and sixth graders enrolled in programs for creatively and intellectually gifted children participated in the study. Metamemory and divergent thinking were found to be related; this cor-IQ was removed. Metamemory also correlated with achievement but not with IQ. A canonical correlation and divergent thinking and metamemory as the independent measures indicated that metamemory and achievement were the major contributors to the equation. The concept of metamemory is an important process that appears independent from, yet essential for, convergent and divergent thinking and that may underlie creative achievements.

Gifted Child Quarterly, Vol. 31, No. 1, 40-44 (1987)
DOI: 10.1177/001698628703100109
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This article has been cited by other articles:


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 Gifted Child QuarterlyHome page
C. F. Russo
A Comparative Study of Creativity and Cognitive Problem-Solving Strategies of High-IQ and Average Students
Gifted Child Quarterly, July 1, 2004; 48(3): 179 - 190.
[Abstract] [PDF]

Home page
 Gifted Child QuarterlyHome page
P. J. Schwanenflugel, T. Paige Moore Stevens, and M. Carr
Metacognitive Knowledge of Gifted Children and Nonidentified Children in Early Elementary School
Gifted Child Quarterly, April 1, 1997; 41(2): 25 - 35.
[Abstract] [PDF]