A Factor Analysis of Mathematical Giftedness

Kennedy, Wallace A.; Walsh, John F.

doi:10.2466/pr0.1965.17.1.115

Cited by 6 publications

(4 citation statements)

References 3 publications

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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%

“…Some studies have shown positive correlations between mathematical giftedness and individual motivation. Kennedy and Walsh ( 1965 ) conducted a study with gifted high school students in which they used a Principal Component Analysis (PCA) of 33 variables to compare 15 cognitive/personality factors (eight assessments were used; see Table 1 ; Row 2). The mathematically gifted students ( n = 90) were selected based on their ability and also for showing high interest in math, while the other groups ( n = 63) showed high general cognitive ability but were not specifically gifted nor interested in mathematics.…”

Section: Review Of the Literaturementioning

confidence: 99%

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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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Section: Discussionmentioning

confidence: 99%

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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“…The amount of empirical research on this topic, however, is rather limited. In the review article by Myers et al (2017), for instance, only one study was reported in which mathematically gifted high school children were found to exhibit a higher drive to succeed and a different pattern of interests (less interest in social, interpersonal, or religious issues) compared with a control group (Kennedy & Walsh, 1965). In sum, high mathematical competence at this developmental level should be reflected in high levels of mathematical performance, specific problem-solving processes, and the production of (relatively) original mathematical ideas.…”

Section: Application Of the Tad Framework To Different Achievement Domentioning

confidence: 99%

Talent Development in Achievement Domains: A Psychological Framework for Within- and Cross-Domain Research

Preckel

Golle

Grabner

et al. 2020

Perspect Psychol Sci

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Achievement in different domains, such as academics, music, or visual arts, plays a central role in all modern societies. Different psychological models aim to describe and explain achievement and its development in different domains. However, there remains a need for a framework that guides empirical research within and across different domains. With the talent-development-in-achievement-domains (TAD) framework, we provide a general talent-development framework applicable to a wide range of achievement domains. The overarching aim of this framework is to support empirical research by focusing on measurable psychological constructs and their meaning at different levels of talent development. Furthermore, the TAD framework can be used for constructing domain-specific talent-development models. With examples for the application of the TAD framework to the domains of mathematics, music, and visual arts, the review provided supports the suitability of the TAD framework for domain-specific model construction and indicates numerous research gaps and open questions that should be addressed in future research.

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“…The amount of empirical research on this topic, however, is rather limited. In the review article by Myers et al (2017), for instance, only one study was reported in which mathematically gifted high school children were found to exhibit a higher drive to succeed and a different pattern of interests (less interest in social, interpersonal, or religious issues) compared to a control group (Kennedy & Walsh, 1965). In sum, high mathematical competence at this developmental level should be reflected in high levels of mathematical performance, specific problem-solving processes, and the production of (relatively) original mathematical ideas.…”

Section: Aptitudementioning

confidence: 99%

Talent Development in Achievement Domains: A Psychological Framework for Within and Cross-Domain Research

Preckel¹

2020

Proceedings of the 2020 AERA Annual Meeting

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Achievement in different domains such as academics, music, or visual arts plays a central role in all modern societies. Different psychological models aim to describe and explain achievement and its development in different domains. However, there remains a need for a framework that guides empirical research within and across different domains. With the talent development in achievement domains (TAD) framework, we provide a general talent development framework applicable to a wide range of achievement domains. The overarching aim of this framework is to support empirical research by focusing on measureable psychological constructs and their meaning at different levels of talent development. Further, the TAD framework can be used for constructing domain-specific talent development models. With examples for the application of the TAD framework to the domains of mathematics, music, and visual arts, the review provided supports the suitability of the TAD framework for domain-specific model construction and indicates numerous research gaps and open questions that should be addressed in future research.

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A Factor Analysis of Mathematical Giftedness

Cited by 6 publications

References 3 publications

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

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

Talent Development in Achievement Domains: A Psychological Framework for Within- and Cross-Domain Research

Talent Development in Achievement Domains: A Psychological Framework for Within and Cross-Domain Research

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