A Further Comparison of the Intellectual Patterns of Gifted and Mentally Retarded Children

Thompson, Jack; Finley, Carmen J.

doi:10.1177/001440296202800707

Cited by 8 publications

(5 citation statements)

References 1 publication

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“…The present findings of a pattern of higher verbal than performance scores is consistent with previous research on IQ patterns of the gifted (Gallagher & Lucito, 1961; Lucito and Gallagher, 1960;McCallum, Karnes, & Bracken, 1982; Thompson & Finley, 1962).…”

Section: Discussionsupporting

confidence: 92%

Intellectual Patterns of Young Gifted Children on the WPPSI

Speer

Hawthorne

Buccellato³

1986

Journal for the Education of the Gifted

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Patterns in Verbal and Performance IQs and subtest scores of 306 young, gifted children were identified on the Wechsler Preschool and Primary Scale of Intelligence (WPPSI). Results were consistent with previous findings for older gifted subjects on other Wechsler scales; the majority of males and females had higher Verbal than Performance IQs. Likewise, the Verbal IQ mean was significantly higher than the Performance IQ mean for both sexes.

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Section: Discussionsupporting

confidence: 92%

Intellectual Patterns of Young Gifted Children on the WPPSI

Speer

Hawthorne

Buccellato³

1986

Journal for the Education of the Gifted

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“…The subjects scored lowest on the Reasoning and Perceptual Speed clusters. Considering physiological development and findings of previous research (Gallagher & Lucito, 1961;Thompson & Finley, 1962;Whitmore, 1980), one might expect gifted students to score lowest on the Perceptual Speed cluster, but low performance on the Reasoning cluster was inconsistent with expectations regarding high intelligence (Gallagher, 1975). When analysis was performed using the alternative clusters, the Broad Reasoning score was more commensurate with the relatively high ability of this group.…”

Section: Discussionmentioning

confidence: 93%

Performance of Gifted and Talented Subjects on the Woodcock-Johnson Tests of Cognitive Ability and the WISC-R

Mather

Bos

1984

Diagnostique

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This study compared the performance of a sample of 46 gifted and talented students on the Woodcock-Johnson Tests of Cognitive Ability and the Wechsler Intelligence Scale for Children-Revised. The difference between full scale scores was not significant, suggesting concurrent validity between the two full scale measures. Scores obtained on the Reasoning cluster were suspect for some of the gifted and talented subjects, with the altemative cluster of Broad Reasoning providing a more acappraisal of ability.

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“…Children with higher levels of intelligence are, for example, more adept at the kinds of tasks represented by simultaneously handling multiple sources of information (Spitz & Nadler, 1974), whereas mentally retarded persons tend to respond to fewer components of a complex stimulus and even to stop responding as the number of components increases (Burke, 1991, as cited in Sackett et al, 1999). Compared with children of average intellectual ability, gifted children excel at verbal–abstract tasks such as expressing similarities, detecting latent as opposed to explicit meanings, defining vocabulary words, and interpreting metaphorical language such as proverbs (Gallagher & Lucito, 1961; McClelland, 1982; Thompson & Finley, 1962). Executive control skills including working memory, cognitive flexibility, management of learning strategies, and the complex skills known as metacognition (Borkowski & Peck, 1986; Kanevsky, 1992) also fall into this category.…”

Section: Developmental Differences From the Normmentioning

confidence: 99%