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Peer reviewedYoung, E. Rosa; Fouts, Jeffrey T. – Journal for the Education of the Gifted, 1993
Comparison of field-dependent/independent cognitive style of 150 second and third graders (either selected for gifted services, nominated but not selected, or not nominated) found that a field-independent (analytical) cognitive style enhanced the prospect of being selected for gifted services. (Author/DB)
Descriptors: Ability Identification, Academically Gifted, Cognitive Style, Eligibility
Peer reviewedBorland, James H. – Journal for the Education of the Gifted, 1988
Cognitive controls were isolated through factor analysis with 59 intermediate-grade gifted students, and three cognitive styles were defined by cluster analysis. The cognitive style labeled "strict percept-strict concept" was associated with greater facility in divergent thinking. Study findings support explanations of giftedness through…
Descriptors: Ability Identification, Cognitive Measurement, Cognitive Style, Divergent Thinking
Harris, Carole Ruth – Understanding Our Gifted, 2003
This article discusses barriers to the identification of gifted students, including linguistic function, learning style attributes, self-concept perceptions, and locus of control issues. Methods of detecting hidden giftedness are provided for each of these barriers, along with approaches to intervention. (Contains 8 references.) (CR)
Descriptors: Ability Identification, Cognitive Style, Elementary Secondary Education, Evaluation Methods
Download full textSchwartz, Wendy – 1997
To reduce the possibility that children who do not fit stereotypical profiles of gifted children will be passed over, identifying students from diverse backgrounds for talent should be a multipronged effort. Outreach is especially important in areas when parents may be absorbed in meeting their family's immediate needs. To facilitate…
Descriptors: Ability Identification, Cognitive Style, Cultural Awareness, Cultural Differences
