A Developmental Study of Young Gifted Children's Conditional Reasoning Ability

Wolf, Willavene; Shigaki, Irene S.

doi:10.1177/001698628302700406

Cited by 3 publications

(2 citation statements)

References 18 publications

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“…This is consistent with prior work suggesting that, in children under 11, even fairly high IQ scores do not consistently translate to transitive reasoning. Wolf and Shigaki (1983) report that a cohort of children aged 8-10 with an IQ exceeding 130 nevertheless had high error rates for verbal transitive reasoning questions. Future studies should address 12/16 whether TI relies more on implicit learning systems that do not show strong correlations with IQ (e.g., as described by Maybery et al, 1995;Kalra et al, 2019).…”

Section: Iq Asd and Timentioning

confidence: 95%

Transitive Inference in a Clinical Childhood Sample

Kao¹,

Michaelcheck²,

Ferrera³

et al. 2023

Preprint

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Background: Transitive inference has a long history of study in developmental contexts. However, trial-and-error transitive inference learning (in which participants infer item relations, rather than evaluate them explicitly from verbal descriptions) has been the subject of minimal study in childhood samples with reported clinical diagnoses.Methods: Children aged 8 to 10 underwent a battery of clinical assessments and received a range of diagnoses, potentially including autism spectrum disorder (ASD), attention-deficit hyperactive disorder (ADHD), anxiety disorders (AD), specific learning disorders (SLD), and/or communication disorders (CD). Participants also performed a simple trial-and-error learning task that tested for transitive inference. Response accuracy and reaction time were assessed in a statistical model that controlled for diagnostic comorbidity at the group level.Results: Participants in all diagnostic categories showed evidence of transitive inference, and thus succeeded at the task. However, a model comparison analysis suggested that those diagnosed with ASD succeeded in a qualitatively different way, responding more slowly to each choice and improving faster across trials than their non-ASD counterparts. Additionally, transitive inference performance was not associated with IQ. Overall, our data suggest that superficially similar performance levels between ASD and non-ASD participants may have resulted from a difference in the speed-accuracy tradeoff made by each group.Conclusions: This provides a preliminary profile of the impact of various clinical diagnoses on TI performance in young children. Of these, an ASD diagnosis resulted in the largest difference in task strategy.

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Section: Iq Asd and Timentioning

confidence: 95%

Transitive Inference in a Clinical Childhood Sample

Kao¹,

Michaelcheck²,

Ferrera³

et al. 2023

Preprint

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“…The view of expertise as an advanced form of cognitive development within a given domain is paralleled in the literature on giftedness in studies that explore the rate at which gifted children (relative to unselected children) attain cognitive-developmental milestones, such as conservation of number or conditional reasoning (Carter & Ormond, 1982;Keating, 1975;Kodroff & Roberge, 1975;Wolf & Shigaki, 1983).…”

Section: The Organ Iza T Ion-o F-kno W Ledge Viewmentioning

confidence: 99%

Cognitive conceptions of expertise and their relations to giftedness.

Sternberg¹,

Horvath²

Talent in Context: Historical and Social Perspectives on Giftedness.

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To be recognized as gifted is to be an expert in something: getting good scores on intelligence tests, gaining high grades in school, performing well on a job, o r being a superb instrumentalist. To understand what giftedness is, we need to understand first the various ways in which people (children or adults) come to be viewed as experts. In effect, we need to integrate research on expertise with research on giftedness. In this chapter, we discuss eight views of expertise and examine the relevance of each view t o giftedness. Our view is that, whether we recognize it or not, giftedness is a form of recognized expertise, whether in taking tests, getting grades, or performing on the job. The first three views that are reviewed are ones that have guided research at one time or another, we may call them received views of expertise. These views include (a) the general-process view, according to which experts are people who solve problems by different processes from those used by nonexperts or who use the same processes more rapidly than do nonexperts; (b) the quantity-of-knowledge view, according to which experts simply know more than do nonexperts; and (c) the knowledge-organization view, according to which experts organize their knowledge more effectively than do nonexperts.The next four views are based on the triarchic theory of human intelligence (Sternberg, 1985) but correspond to intuitions people have had as to what constitutes an expert. These conceptions include (d) the ability to automatize information processing, which may be seen as the ability to solve the same problems as novices but use fewer cognitive resources to do so; (e) analytical ability in solving problems, which may be seen as the ability to use effectively the knowledge one has; (f) creative ability, which may be seen as the ability to reformulate problems insightfully so as to arrive at solutions that are both novel and appropriate; and (g) practical ability, which may be seen as the ability to adapt one's solution attempts Research for this chapter was supported by the Javits Act program (Grant #R206R00001) as administered by the Office of Educational Research and Improvement, US. Department of Education and the U.S. Army Research Institute (Contract MDA903-92-K). Grantees undertaking such projects are encouraged to express their professional judgment f?eely. This chapter, therefore, does not represent the position or policies of the US. government, and no official endorsement should be inferred.

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Do the Gifted Think and Learn Differently? A Review of Recent Research and Its Implications for Instruction

Rogers

1986

Journal for the Education of the Gifted

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This article reviews research over the past decade involving comparative studies of gifted and nongifted populations on questions of differential cognitive styles, cognitive developmental patterns, cognitive strategy selection, and social and emotional factors associated with the academic setting. Significant differences were found in all four areas. The implications of those differences on instructional design and curricular planning are also discussed.

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A Developmental Study of Young Gifted Children's Conditional Reasoning Ability

Cited by 3 publications

References 18 publications

Transitive Inference in a Clinical Childhood Sample

Transitive Inference in a Clinical Childhood Sample

Cognitive conceptions of expertise and their relations to giftedness.

Do the Gifted Think and Learn Differently? A Review of Recent Research and Its Implications for Instruction

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