Acquisition of Formal Operations by Intellectually Gifted Children

Carter, Kyle R.; Ormrod, Jeanne Ellis

doi:10.1177/001698628202600304

Cited by 33 publications

(11 citation statements)

References 14 publications

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“…It is clear from these data and other studies (i.e. Keating, 1975;Carter & Ormrod, 1982) that gifted children as compared to normal, or bright ability children, score significantly higher on Piagetian tasks during certain age ranges. From the data reported here, it is suggested that Piagetian assessment would be useful from age 10 to 14.…”

Section: Discussionsupporting

confidence: 63%

“…Keating, 1975);Shayer, Kuchemann & Wylan, 1976) reported the gifted to be superior. The author and two of his colleagues (Carter & Ormrod, 1982;Carter & Kontos, 1982) reviewed these and other studies and concluded that the inconsistent results can be explained by the variability of the conditions across the studies. For example, different Piagetian tasks were used, age groupings varied, and sample size was often limited.…”

Section: T He Present Study Investigated the Relation-mentioning

confidence: 99%

“…Reliability studies using subjects similar to those in the present study have shown internal consistency and testretest reliability coefficients to cluster around .80. For more information on reliability and validity the reader is referred to Carter and Ormrod (1982). G raduate students in the University's gifted and talented master's degree program served as examiners.…”

Section: Testing Proceduresmentioning

confidence: 99%

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Cognitive development of intellectually gifted: A Piagetian perspective

Carter

1985

Roeper Review

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Section: Discussionsupporting

confidence: 63%

Section: T He Present Study Investigated the Relation-mentioning

confidence: 99%

Section: Testing Proceduresmentioning

confidence: 99%

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Cognitive development of intellectually gifted: A Piagetian perspective

Carter

1985

Roeper Review

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“…Second, the curriculum may have been presented too early, prior to when gifted children can profit from the training to think at higher levels of Bloom's Taxonomy. Research by the author (Carter & Ormrod, 1982;Carter, 1985) and others (Keating, 1975;Shayer, Kuchemann, & Wylam, 1976) has shown abstract thinking among highly intelligent children is partially dependent on age. A third explanation involves the Ross Test itself, i.e.…”

Section: Discussionmentioning

confidence: 97%

A Cognitive Outcomes Study to Evaluate Curriculum for the Gifted

Carter

1986

Journal for the Education of the Gifted

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A design, based on student performance, is presented that allows evaluators to judge the suitability of gifted curricula against two criteria: the curriculum should be unique from the regular classroom and it should be beyond the capability of the normal ability learner. To illustrate the design, a study is reported that evaluates two curricula units: higher level thinking (HLT) and independent learning (IL). Gallagher (1979Gallagher ( , 1981 lists curriculum evaluation as one of the major research agendas for gifted education. Further, he states that the appropriateness of gifted curricula must be assessed against the student outcomes the curriculum is presumed to promote. Unfortunately, few investigators have evaluated outcomes derived from the curriculum objectives (Carter and Hamilton, 1985). Instead, most

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“…Piaget proposed that the transition to the formal operational stage occurs at ages 11 to 12. Carter and Ormrod (1982) found that the majority of subjects of average intelligence were still transitional to formal operations even as late as age 15. They also found that the gifted subjects entered for mal operations successfully by 12-13 years of age.…”

Section: Previous Researchmentioning

confidence: 99%

The Vanx Hiele Model of Geometric Understanding and Mathematically Talented Students

Mason

1997

Journal for the Education of the Gifted

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Mathematically talented students typically begin the traditional precalculus sequence by completing Algebra I in seventh grade or earlier. Consequently, they enroll in geometry early based on their successful completion of Algebra I. Little or no attention is paid to their readiness for geometry as indicated by such measures as their van Hiele level of geometric understanding. Logical reasoning ability is a characteristic often used to identify mathematically talented students, but how it applies to reasoning about geometry is unknown. This study investigated the geometric understanding and reasoning about geometry of mathematically talented students in the sixth through eighth grades prior to a formal course in geometry. This paper describes and analyzes the responses from 120 students who completed the van Hiele Geometry Test, developed by the Cognitive Development and Achievement in Secondary School Geometry Project (Usiskin, 1982), and 64 students who participated in 30–45 minute individual interviews, using an abbreviated version of Mayberry's van Hiele protocols.

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Acquisition of Formal Operations by Intellectually Gifted Children

Cited by 33 publications

References 14 publications

Cognitive development of intellectually gifted: A Piagetian perspective

Cognitive development of intellectually gifted: A Piagetian perspective

A Cognitive Outcomes Study to Evaluate Curriculum for the Gifted

The Vanx Hiele Model of Geometric Understanding and Mathematically Talented Students

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