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The Test Authors Speak: Reporting on an Author Survey of the Leading Tests Used in Gifted Assessment
Direct linkValler, Emilee C.; Burko, Jordan A.; Pfeiffer, Steven I.; Branagan, Alexandra M. – Journal of Psychoeducational Assessment, 2017
The conceptualization of giftedness continues to be a widely debated topic within the field. Recently, there has been a shift from a psychometric view of giftedness to inclusion of conative and contextual factors. How one defines and conceptualizes "gifted" drives assessment and identification practices. Conceptualization also guides the…
Descriptors: Gifted, Authors, Mixed Methods Research, Children
Klauer, Karl Josef; Phye, Gary D. – Review of Educational Research, 2008
Researchers have examined inductive reasoning to identify different cognitive processes when participants deal with inductive problems. This article presents a prescriptive theory of inductive reasoning that identifies cognitive processing using a procedural strategy for making comparisons. It is hypothesized that training in the use of the…
Descriptors: Intelligence, Intelligence Tests, Logical Thinking, Thinking Skills
Peer reviewedLee, Leta A.; Karnes, Frances A. – Perceptual and Motor Skills, 1983
Scores on the Cognitive Abilities Test, Form 3, Verbal and Nonverbal Batteries correlated with The Ross Test of Higher Cognitive Processes at .44 and .22, respectively, for 79 elementary gifted students in grades four to six. (Author)
Descriptors: Academically Gifted, Cognitive Ability, Cognitive Development, Cognitive Processes
