Impact of the War in Ukraine on the Ability of Children to Recognize Basic Emotions.

Objectives: This study assessed emotion recognition skills in school-age children in wartime conditions in Ukraine.

Methods: An online survey based on the concept of basic emotions was administrated to a sample of 419 schoolchildren from Ukraine and a control group of 310 schoolchildren from the Czech Republic, aged 8 to 12.

Results: There is no difference in judging the intensity of anger and fear by Ukrainian children, compared with the control group.

Faster ≠ Smarter: Children with Higher Levels of Ability Take Longer to Give Incorrect Answers, Especially When the Task Matches Their Ability.

The stereotype that children who are more able solve tasks quicker than their less capable peers exists both in and outside education. The F > C phenomenon and the distance-difficulty hypothesis offer alternative explanations of the time needed to complete a task; the former by the response correctness and the latter by the relative difference between the difficulty of the task and the ability of the examinee. To test these alternative explanations, we extracted IRT-based ability estimates and task difficulties from a sample of 514 children, 53% girls, M(age) = 10.

Metacognitive monitoring and metacognitive strategies of gifted and average children on dealing with deductive reasoning task.

In this paper, we inquire into possible differences between children with exceptionally high intellectual abilities and their average peers as regards metacognitive monitoring and related metacognitive strategies. The question whether gifted children surpass their typically developing peers not only in the intellectual abilities, but also in their level of metacognitive skills, has not been convincingly answered so far. We sought to examine the indicators of metacognitive behavior by means of eye-tracking technology and to compare these findings with the participants' subjective confidence ratings.