The purpose of the study was to reveal the cognitive characteristics of talented children who come from economically vulnerable contexts in Chile. Raven's Standard Progressive Matrices (SPM) was administered to a sample of 5160 students who took part in the process of identification of gifted students from the program PENTA UC in Chile between 2001 and 2010, when the participants were in the fifth grade. Results showed that there is a possible ceiling effect in SPM and thus Advanced Progressive Matrices might be more appropriate in the future identification process. Gifted Chilean students from public schools differ from not gifted students in both perceptual and analytical abilities, even at the early age of 10-11 years. Important gender differences emerged in solving the most difficult items of the test, more precisely in the rules applied in their solution. Gifted boys showed an advantage in addition/subtraction or distribution of two rules, whereas gifted girls did better in distribution of three rules. Results from this study could contribute not only to the process of identification of gifted students, but also to the proposition of adequate educational policy, corresponding to the cognitive characteristics of the children with academic talent.
c Prometriks (Senior Psychometrician), Bulgaria Correo electrónico: dboyanova@prometriks.com RESUMEN En la presente investigación se analizó la relación existente entre el potencial de talento académico, las habilidades cognitivas, la participación en un programa de talentos, la vulnerabilidad escolar y los resultados en la prueba de selección universitaria (PSU) en 1303 estudiantes que postularon en 5º básico al Programa PentaUC, entre los años 2001 y 2004, y que rindieron la PSU entre los años 2007 y 2010. A nivel general, los resultados muestran que los estudiantes que finalizan un programa de talentos obtienen mejores resultados PSU que quienes no lo terminan. La vulnerabilidad de los contextos académicos y el tipo de contenidos evaluados en la PSU aparecieron como variables que modulan tanto el efecto del Programa como el efecto del potencial de talento sobre los puntajes PSU. Las altas habilidades cognitivas no parecen tener influencia directa sobre los puntajes PSU cuando estos se encuentran en el extremo superior de la escala.Palabras clave: PSU, habilidades cognitivas, PentaUC.ABSTRACT Relation between giftedness, cognitive abilities, participation in a gifted program, school vulnerability and the Chilean university admission test scores was studied in a sample of 1303 students who applied to PentaUC Program between 2001 and 2004, and took the Chilean University Admission Test (PSU) between 2007 and 2010. Results show that students who complete a gifted program obtain better PSU scores than those who drop out. Vulnerability of academic contexts and the type of content evaluated in PSU, appeared as variables that modulate both the effect of the program and the effect of giftedness on PSU scores. High cognitive abilities seem to have no direct influence on PSU scores when those scores are at the upper end of the scale.
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