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Understanding strategy development in gifted and nongifted children: A cross-sectional study

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Date Issued:
1994
Summary:
The present study, a cross-sectional design involving 7 to 10 year olds, analyzed similarities and differences between gifted and nongifted children in spontaneous strategy acquisition through the concept of utilization deficiency (Miller, 1990). Children were classified into four strategic categories: utilizationally deficient, strategic and nonstrategic non-utilizationally deficient, and a new category termed quasi-utilizationally deficient. Strategy development between gifted and nongifted children was compared through a series of sort/recall trials. The targeted strategy was an organizational one which begins to be manifested in middle schoolage children. Additionally, the experiment examined the possible influences of metacognition, IQ, and motivation (e.g., self-attributions and self-efficacy) on the occurrence and outcome of strategy use in these two populations. The use of the strategic classifications proved successful in delineating both differences and similarities between the two groups.
Title: Understanding strategy development in gifted and nongifted children: A cross-sectional study.
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Name(s): Read, Lenore E.
Florida Atlantic University, Degree grantor
Bjorklund, David F., Thesis advisor
Type of Resource: text
Genre: Electronic Thesis Or Dissertation
Issuance: monographic
Date Issued: 1994
Publisher: Florida Atlantic University
Place of Publication: Boca Raton, Fla.
Physical Form: application/pdf
Extent: 99 p.
Language(s): English
Summary: The present study, a cross-sectional design involving 7 to 10 year olds, analyzed similarities and differences between gifted and nongifted children in spontaneous strategy acquisition through the concept of utilization deficiency (Miller, 1990). Children were classified into four strategic categories: utilizationally deficient, strategic and nonstrategic non-utilizationally deficient, and a new category termed quasi-utilizationally deficient. Strategy development between gifted and nongifted children was compared through a series of sort/recall trials. The targeted strategy was an organizational one which begins to be manifested in middle schoolage children. Additionally, the experiment examined the possible influences of metacognition, IQ, and motivation (e.g., self-attributions and self-efficacy) on the occurrence and outcome of strategy use in these two populations. The use of the strategic classifications proved successful in delineating both differences and similarities between the two groups.
Identifier: 15051 (digitool), FADT15051 (IID), fau:11829 (fedora)
Note(s): Charles E. Schmidt College of Science
Thesis (M.A.)--Florida Atlantic University, 1994.
Subject(s): Gifted children
Cognition in children
Problem solving in children
Intelligence levels--Children
Held by: Florida Atlantic University Libraries
Persistent Link to This Record: http://purl.flvc.org/fcla/dt/15051
Sublocation: Digital Library
Use and Reproduction: Copyright © is held by the author with permission granted to Florida Atlantic University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder.
Use and Reproduction: http://rightsstatements.org/vocab/InC/1.0/
Host Institution: FAU
Is Part of Series: Florida Atlantic University Digital Library Collections.