scholarly journals A comparison of the performance of intellectually gifted and average-ability children on four spatial tasks

1984 ◽  
Author(s):  
Elizabeth Edson Block
Keyword(s):  
Average Ability ◽  
Spatial Tasks ◽  
Intellectually Gifted

Similarities and Differences Between Intellectually Gifted and Average-Ability Students in School Performance, Motivation, and Subjective Well-Being

2020 ◽  
Vol 64 (4) ◽  
pp. 285-303
Author(s):  
Sebastian Bergold ◽  
Linda Wirthwein ◽  
Ricarda Steinmayr
Keyword(s):  
Intrinsic Motivation ◽  
School Performance ◽  
Well Being ◽  
Vocational Interests ◽  
Self Concept ◽  
Subjective Well Being ◽  
Negative Stereotypes ◽  
Average Ability ◽  
Math Ability ◽  
Intellectually Gifted

Terman’s study was the first to systematically document the lives of the intellectually gifted. This cross-sectional study replicates and extends some of Terman’s findings on characteristics of the gifted in childhood, comparing largely unselected samples of gifted ( n = 50) and average-ability ( n = 50) adolescents matched by means of propensity score matching. Students were compared on their school performance (standardized math and reading tests and grades), motivation (math ability self-concept, intrinsic motivation, vocational interests, and educational aspirations), parental educational expectations, students’ evaluation of school instruction (perceived quality and pressure), and subjective well-being. The gifted scored higher on math performance (rank-biserial r = .66/.81), math ability self-concept (.71), intrinsic motivation (.62), and investigative vocational interests (.65). Some smaller differences were found for realistic (.42) and social interests (–.37) and for pressure in math lessons (–.52). Results support Terman’s findings on gifted individuals’ psychological functioning and contradict negative stereotypes about the gifted.

On the Robustness of Solution Strategy Classifications

2010 ◽  
Vol 31 (2) ◽  
pp. 68-73 ◽  
Author(s):  
María José Contreras ◽  
Víctor J. Rubio ◽  
Daniel Peña ◽  
José Santacreu
Keyword(s):  
Individual Differences ◽  
Study Strategies ◽  
Solution Strategy ◽  
Specific Test ◽  
Spatial Tasks ◽  
The Stability ◽  
Strategy Changes ◽  
Over Time

Individual differences in performance when solving spatial tasks can be partly explained by differences in the strategies used. Two main difficulties arise when studying such strategies: the identification of the strategy itself and the stability of the strategy over time. In the present study strategies were separated into three categories: segmented (analytic), holistic-feedback dependent, and holistic-planned, according to the procedure described by Peña, Contreras, Shih, and Santacreu (2008) . A group of individuals were evaluated twice on a 1-year test-retest basis. During the 1-year interval between tests, the participants were not able to prepare for the specific test used in this study or similar ones. It was found that 60% of the individuals kept the same strategy throughout the tests. When strategy changes did occur, they were usually due to a better strategy. These results prove the robustness of using strategy-based procedures for studying individual differences in spatial tasks.

Assessing Cognitions in Bilinguals and Monolinguals Using Visual Spatial Tasks

2009 ◽  
Author(s):  
Anna Chuneyeva ◽  
Mercedes Fernandez ◽  
Nicholas K. Lim ◽  
Lisa A. Long
Keyword(s):  
Visual Spatial ◽  
Spatial Tasks

PBS Differences for High- Versus Average-Ability Students With NLD

2010 ◽  
Author(s):  
Carrie A. Kimpton ◽  
Tammy L. Wilgenbusch ◽  
Wendy McGinnis ◽  
Lynn C. Richman
Keyword(s):  
Average Ability

PENINGKATAN KEMAMPUAN MENYIMAK CERITA MELALUI PENERAPAN MODEL PEMBELAJARAN TIM PENDENGAR PADA MATA PELAJARAN BAHASA INDONESIA SISWA KELAS V SD NEGERI 007 PAGARAN TAPAH DARUSSALAM KABUPATEN ROKAN HULU

2017 ◽  
Vol 6 (1) ◽  
pp. 24
Author(s):  
Gusliarni Gusliarni
Keyword(s):  
Data Collection ◽  
Learning Model ◽  
Listening Skills ◽  
Class V ◽  
Average Ability ◽  
Average Value ◽  
The Subject ◽  
Data Collection Technique ◽  
Academic Year ◽  
Bahasa Indonesia

This research is motivated by the lack of listening skills obtained by the students, it is seen from the results of an assessment of the listening skills of students still achieved an average grade 56.32 or reach under the KKM predetermined value is 70. This study aims to determine whether the Team Learning model Listener can improve listening skills of students in the subject of Indonesian student Class V SD Negeri 007 Pagaran Tapah Darussalam Rokan Hulu. The subjects were 38 students in the academic year 2014-2015. Form of research is classroom action research. The data collection technique used is the technique of test and non test. Based on the results, it can be concluded that the ability to listen to the story class V students of SD Negeri 007 Pagaran Tapah Darussalam Rokan Hulu can be improved by applying the learning model listener team. On average ability to listen to stories of students in the early test is average with the average value of 56.32 by the medium category, and in the first cycle rose to 69.47 in the medium category, while in the second cycle listening skills of students categorized as high with the percentage of the average value of 76, 58 with a high category. Therefore, the success rate has exceeded 70 of the total number of students, which means that most students have achieved success predetermined value (minimum 75%).

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