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Peer reviewedKammer, Phyllis Post – Gifted Child Quarterly, 1984
Assessment of conceptual level of 130 secondary students identified as gifted and 131 students from schools without gifted programs revealed significantly higher scores for gifted students. Findings suggested that such a measure of cognitive complexity may enhance identification of gifted students. (CL)
Descriptors: Cognitive Development, Cognitive Processes, Concept Formation, Gifted
Bekey, Shirley W.; Michael, William B. – 1981
The formal operations skills and problem solving performance of 60 gifted girls (grades 4 through 6) were investigated. Ss were given Piagetian tasks which involved conservation of mass and weight, use of proportion, oscillation of the pendulum, and projection of shadows. Among findings were the following: (1) no relationship between IQ and either…
Descriptors: Cognitive Development, Concept Formation, Conservation (Concept), Females
Download full textLewis, H. Michael – 1974
Presented is the curriculum theory designed for 400 gifted boys and girls, from rising junior and senior classes in high school, who attend the 8-week summer Governor's School (GS) of North Carolina. The main aim of the GS is given to be inspiring and guiding future leaders by providing opportunities for special aptitude, general conceptual, and…
Descriptors: Aspiration, Cognitive Development, Concept Formation, Creativity
Hix, Barbara Ostipwko – 1990
This study of 145 middle class first grade students investigated whether a relationship exists between early acquisition of Piagetian conservation tasks and gifted performance on a mental abilities test. Students were evaluated individually on tasks involving the conservation of number, of liquid quantity, and of mass. A moderate correlation was…
Descriptors: Ability Identification, Cognitive Development, Concept Formation, Conservation (Concept)
Webb, Roger A.; Daurio, Stephen P. – 1975
This study examined the transition from concrete to formal operations in very bright children in an effort to determine whether high ability in concrete operations would carry over into formal operational ability, and also to investigate precocity in regard to formal operations. Subjects were 38 white middle-class children ranging in age from…
Descriptors: Abstract Reasoning, Adolescents, Age Differences, Children
Brison, David W.; Bereiter, Carl – 1967
Thirty-seven normal and 33 gifted children from kindergarten classes and 26 retarded children from special classes with mean mental ages of 76 months, 80 months, and 72 months respectively, were initially tested for their understanding of the terms more, same, and less. All who had failed conservation of substance pretests using juice, sand, clay,…
Descriptors: Abstract Reasoning, Associative Learning, Cognitive Development, Cognitive Processes
