IQ-Related Differences in Time Allocation during Problem Solving

Shore, Bruce M.; Lazar, Lisa

doi:10.2466/pr0.1996.78.3.848

Cited by 19 publications

(17 citation statements)

References 4 publications

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“…Combining suggestions and findings of prior studies (Brand, 1981;Davidson & Sternberg, 1984;Deary, 1995;Jensen, 1982;Preckel et al, 2006;Shore & Lazar, 1996), we may conclude that creativity, giftedness, and processing speed are interrelated, and the relationships among the three might vary based on the structure of conducted tasks and types of cognitive processing skills involved in these tasks.…”

Section: The Relationship Between Creativity and Processing Speed Formentioning

confidence: 99%

“…For example, gifted children have been found to be quicker than those with average IQ in response time (Spiegel & Bryant, 1978) and decision time (Deary, 2000;Detterman, 1987;Steiner & Carr, 2003). However, several researchers (Davidson & Sternberg, 1984;Shore & Lazar, 1996) state that gifted children actually spend more time on some cognitive tasks compared to non-gifted children. More specifically, although gifted adolescents were found to be quicker in solving complex pattern recognition problems, they spent more time during exploration and planning stages of a problem (Shore & Lazar, 1996).…”

Section: The Relationship Between Creativity and Processing Speed Formentioning

confidence: 99%

“…However, several researchers (Davidson & Sternberg, 1984;Shore & Lazar, 1996) state that gifted children actually spend more time on some cognitive tasks compared to non-gifted children. More specifically, although gifted adolescents were found to be quicker in solving complex pattern recognition problems, they spent more time during exploration and planning stages of a problem (Shore & Lazar, 1996).…”

Section: The Relationship Between Creativity and Processing Speed Formentioning

confidence: 99%

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An Exploratory Study on the Relationship between Creativity and Processing Speed for Gifted Children

Bahar¹,

Öztürk²

2018

IES

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This study explored the relationship between processing speed and five dimensions of creativity, which were fluency, originality, elaboration, abstractness of titles, and resistance to premature closure (RPC). It is the first empirical study that examines this relationship, also relating it to gender and level of giftedness. Data came from 133 gifted students at grades one through four in three private schools in Istanbul, Turkey. Creativity was measured through the Torrance Test of Creative Thinking -Figural. Scores from the Coding subtest of the Wechsler Intelligence Scale for Children were used as the data on processing speed. The findings showed that girls had significantly higher scores in processing speed, elaboration, abstractness of titles, and RPC. There were no significant differences in fluency and originality. While fluency and originality were the only two subscores correlated with processing speed for boys (both positively correlated), four subscores were correlated with processing speed for girls (all four negatively correlated). Girls had higher processing speed scores in the group of low giftedness, but not in the group of high giftedness. A distinct finding about the boys of high giftedness was the high positive interrelationships among originality, fluency, and processing speed, which were not there for boys of low giftedness or girls of high giftedness. With its findings, the study supports some of the previous explanations around the topic, and generates new hypotheses to be tested experimentally.

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Section: The Relationship Between Creativity and Processing Speed Formentioning

confidence: 99%

Section: The Relationship Between Creativity and Processing Speed Formentioning

confidence: 99%

Section: The Relationship Between Creativity and Processing Speed Formentioning

confidence: 99%

See 1 more Smart Citation

An Exploratory Study on the Relationship between Creativity and Processing Speed for Gifted Children

Bahar¹,

Öztürk²

2018

IES

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“…Several studies (Bowen, Shore, & Cartwright, 1992;Brown, 1980;Christoph, 2006;Markman, 1977Markman, , 1979Mevarech & Fridkin, 2006;Pressley & Afflerbach, 1995;Schoenfeld, 1992;Shore & Lazar, 1996) have focused on the use of metacognitive skills while performing different tasks (e.g. reading comprehension or problem solving).…”

Section: Metacognitive Skillfulnessmentioning

confidence: 99%

Development of metacognitive skillfulness: A longitudinal study

Stel

Veenman

2010

Learning and Individual Differences

105

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“…Others focused on one or more separate components of metacognitive skills, such as planning (Shore & Lazar, 1996;Focant et al, 2006) or monitoring skills (Mengelkamp & Bannert, 2008). This study, however, focused on all metacognitive skills prior to, during and after task performance in math.…”

Section: Metacognitive Skillfulnessmentioning

confidence: 99%

The increasing role of metacognitive skills in math: a cross-sectional study from a developmental perspective

Stel

Veenman

Deelen

et al. 2009

ZDM Mathematics Education

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Both intelligence and metacognitive skillfulness have been regarded as important predictors of math performance. The role that metacognitive skills play in math, however, seems to be subjected to change over the early years of secondary education. Metacognitive skills seem to become more general (i.e., less domain-specific) by nature (Veenman and Spaans in Learn Individ Differ 15: [159][160][161][162][163][164][165][166][167][168][169][170][171][172][173][174][175][176] 2005). Moreover, according to the monotonic development hypothesis (Alexander et al. in Dev Rev 15:1-37, 1995), metacognitive skills increase with age, independent of intellectual development. This hypothesis was tested in a study with 29 second-year students (13-14 years) and 30 third-year students (14-15 years) in secondary education. A standardized intelligence test was administered to all students. Participants solved math word problems with a difficulty level adapted to their age group. Thinking-aloud protocols were collected and analyzed on the frequency and quality of metacognitive activities. Another series of math word problems served as post-test. Results show that the frequency of metacognitive activity, especially those of planning and evaluation, increased with age. Intelligence was a strong predictor of math performance in 13-to 14-year-olds, but it was less prominent in 14-to 15-year-olds. Although the quality of metacognitive skills appeared to predict math performance in both age groups, its predictive power was stronger in 14-to 15-yearolds, even on top of intelligence. It bears relevance to math education, as it shows the increasing relevance of metacognitive skills to math learning with age.

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IQ-Related Differences in Time Allocation during Problem Solving

Abstract: Apparent over-all more rapid performance of children of high intelligence ( n = 10) was demonstrated on a pattern-recognition task to be accounted for by less able children's ( n = 12) much longer times executing a solution rather than while first exploring the problem.

Cited by 19 publications

References 4 publications

An Exploratory Study on the Relationship between Creativity and Processing Speed for Gifted Children

An Exploratory Study on the Relationship between Creativity and Processing Speed for Gifted Children

Development of metacognitive skillfulness: A longitudinal study

The increasing role of metacognitive skills in math: a cross-sectional study from a developmental perspective

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