Speed of information processing in generally gifted and excelling-in-mathematics adolescents

Paz-Baruch, Nurit; Leikin, Mark; Aharon‐Peretz, Judith; Лейкин, Роза

doi:10.1080/13598139.2014.971102

Cited by 21 publications

(7 citation statements)

References 65 publications

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“…In line with observations of e.g. (Wieczerkowski, 1998;Krause et al, 1999;Paz-Baruch, Leikin, Aharon-Peretz, & Leikin, 2014;Seidel et al, 2001). In our project (PriMa) we observe that the complexity of information which can be handled is an important aspect of a high mathematical potential.…”

Section: The Character Of Learning Environmentssupporting

confidence: 90%

Teaching Gifted and Talented Children in A New Educational Era

Željeznov¹

2018

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Promotion of giftedness is the development of an individual's potential taking into account their environment and personal character traits. However, while extracurricular enrichment activities, pull-out courses and other didactic interventions focus on the individual's potential, personalization in regular classrooms is still an area in need of improvement in school systems worldwide. The aim of this research paper is to examine possible didactic adaptions in the English foreign language classroom in Austria. The concept of English as a Lingua Franca, in other words the international use of English in different linguacultural settings, sets the basis for English classes that focus on students' linguistic capabilities and further developing these. As nowadays students are likely going to engage more in conversations with non-native speakers, it is necessary to teach strategies to cope better with ELF situations influenced by diverse lingua-cultural backgrounds of the interlocutors. By analysing the learners' linguistic and cultural background as well as the purpose for which they study the language, it is possible to meet the challenges of classrooms diverse in cultures and potential. The main goal of English language teaching should, therefore, not be the illusive native-speaker-like knowledge of English but the development of students' own language capabilities. This means that students should be capable of using English as a resource with all its conformist and non-conformist realizations depending on their personal potential and the lingua-cultural settings they communicate in. This way students' individual potentials are the focal point of language instruction and their development can be promoted accordingly.

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Section: The Character Of Learning Environmentssupporting

confidence: 90%

Teaching Gifted and Talented Children in A New Educational Era

Željeznov¹

2018

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“…Table 2 shows the power necessary to detect small, medium and large effect sizes (Sedlmeier and Gigerenzer, 1989 ). Out of 33 studies measured (note that studies with only 1 math gifted participant are not included), only the following 8 had power >0.5 to show medium sized effects (power range for all studies: 0.13–0.99): Barner et al ( 2016 ), Benbow and Minor ( 1990 ), Kennedy and Walsh ( 1965 ), Leikin et al ( 2013 ), Paz-Baruch et al ( 2014 ), Robinson et al ( 1996 ), Swanson ( 2006 ), and Wei et al ( 2012 ). The studies in general also had very low power to show small effects (power range: 0.06–0.42).…”

Section: Discussionmentioning

confidence: 99%

“…Paz-Baruch et al ( 2014 ) administered a battery of five speed of information processing tests to high school students (see Table 1 ; Row 1). The students were divided into four groups based on general and mathematical giftedness: (1) generally gifted and excellent in math ( n = 41), (2) generally gifted and not excellent in math ( n = 40), (3) not generally gifted and excellent in math ( n = 53), (4) not generally gifted and not excellent in math ( n = 56).…”

Section: Review Of the Literaturementioning

confidence: 99%

Cognitive and Neural Correlates of Mathematical Giftedness in Adults and Children: A Review

2017

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Most mathematical cognition research has focused on understanding normal adult function and child development as well as mildly and moderately impaired mathematical skill, often labeled developmental dyscalculia and/or mathematical learning disability. In contrast, much less research is available on cognitive and neural correlates of gifted/excellent mathematical knowledge in adults and children. In order to facilitate further inquiry into this area, here we review 40 available studies, which examine the cognitive and neural basis of gifted mathematics. Studies associated a large number of cognitive factors with gifted mathematics, with spatial processing and working memory being the most frequently identified contributors. However, the current literature suffers from low statistical power, which most probably contributes to variability across findings. Other major shortcomings include failing to establish domain and stimulus specificity of findings, suggesting causation without sufficient evidence and the frequent use of invalid backward inference in neuro-imaging studies. Future studies must increase statistical power and neuro-imaging studies must rely on supporting behavioral data when interpreting findings. Studies should investigate the factors shown to correlate with math giftedness in a more specific manner and determine exactly how individual factors may contribute to gifted math ability.

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“…Similar to Renzulli's conception of giftedness, Sternberg's triarchic theory defines giftedness as interplay of analytical, practical, and creative aspects of the mind (Sternberg, 1985). In addition, Sternberg asserts that gifted individuals complete tasks and solve problems with speed and efficiency by automatizing certain cognitive processes (as cited in Paz-Baruch, Leikin, Aharon-Peretz, & Leikin, 2014). Yet, Sternberg does not make any explicit statements about the relationship between creativity and processing speed in gifted learners.…”

Section: Introductionmentioning

confidence: 99%

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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Speed of information processing in generally gifted and excelling-in-mathematics adolescents

Cited by 21 publications

References 65 publications

Teaching Gifted and Talented Children in A New Educational Era

Teaching Gifted and Talented Children in A New Educational Era

Cognitive and Neural Correlates of Mathematical Giftedness in Adults and Children: A Review

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

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