Skip to main content
Log in

Cognitive Development in Gifted Children: Toward a More Precise Understanding of Emerging Differences in Intelligence

Educational Psychology Review Aims and scope Submit manuscript

Abstract

To truly understand gifted performance, it is necessary to merge research on giftedness with current thinking in cognitive development and intelligence. This article presents traditional research on gifted children's cognitive development then considers how the application of newer models and theories from the field of cognitive development can be combined with research on giftedness to change the way people think about gifted performance. First four factors that have often been associated with giftedness are discussed from the perspectives of cognitive developmental psychology and gifted education. Next, emphasis is placed on investigating the strategic development of gifted children. Specifically, R. S. Siegler's (Emerging Minds: The Process of Change in Children's Thinking, Oxford University Press, New York, 1996) model of strategy development is addressed in terms of what it may contribute to understanding gifted cognition. Finally, future lines of research using models from cognitive development and complex systems models of development are recommended.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

References

  • Adolph, K. E. (1995). A psychophysical assessment of toddlers' ability to cope with slopes. J. Exp. Psychol. Hum. Percept. Perform. 21: 734-750.

    Google Scholar 

  • Adolph, K. E. (1997). Learning in the development of infant locomotion. Monographs of the Society for Research in Child Development, 62(3, Serial No. 251).

    Google Scholar 

  • Alexander, J., and Schwanenflugel, P. (1994). Strategy regulation: The role of intelligence, metacognitive attributions, and knowledge base. Dev. Psychol. 30(5): 709-723.

    Google Scholar 

  • Alexander, J. M., Carr, M. A., and Schwanenflugel, P. J. (1995). Development of metacognition in gifted children: Directions for future research. Dev. Rev. 15: 1-37.

    Google Scholar 

  • Allon, M., Gutkin, T. B., and Bruning, R. (1994). The relationship between metacognition and intelligence in normal adolescents: Some tentative but surprising findings. Psychol. Sch. 31: 93-97.

    Google Scholar 

  • Barab, S. A., and Plucker, J. A. (2002). Smart people or smart contexts? Cognition, ability, and talent development in an age of situated approaches to knowing and learning. Educ. Psychol. 37(3): 165-182.

    Google Scholar 

  • Bjorklund, D. F. (1987). How age changes in knowledge base contribute to the development of children's memory: An interpretive review. Dev. Rev. 7: 93-130.

    Google Scholar 

  • Bjorklund, D. F. (Ed.) (1990). Children's Strategies: Contemporary Views of Cognitive Development, Lawrence Erlbaum, Hillsdale, NJ.

    Google Scholar 

  • Bjorklund, D. F. (2000). Children's Thinking: Developmental Function and Individual Differences (3rd Ed.), Belmont, CA: Wadsworth.

    Google Scholar 

  • Bjorklund, D. F., and Bernholtz, J. F. (1986). The role of knowledge base in the memory performance of good and poor readers. J. Exp. Child Psychol. 41: 367-373.

    Google Scholar 

  • Bjorklund, D. F., and Coyle, T. R. (1995). Utilization deficiencies in the development of memory strategies. In: Weinert, E. F., and Schneider, W. (eds.), Memory Performance and Competencies: Issues in Growth and Development, Lawrence Erlbaum, Mahwah, NJ, pp. 161-180.

    Google Scholar 

  • Bjorklund, D. F., and Harnishfeger, K. K. (1990). Children's strategies: Their definition and origins. In Bjorklund, D. F. (ed.), Children's Strategies: Contemporary Views of Cognitive Development, Lawrence Erlbaum, Hillsdale, NJ, pp. 309-324.

    Google Scholar 

  • Bjorklund, D. F., and Kipp, K. (2002). Social cognition, inhibition, and theory of mind: The evolution of human intelligence. In: Sternberg, R. J., and Kaufman, J. C. (eds.), The Evolution of Intelligence, Lawrence Erlbaum, Mahwah, NJ, pp. 27-54.

    Google Scholar 

  • Borkowski, J. G., and Peck, V. A. (1986). Causes and consequences of metamemory in gifted children. In: Sternberg, R. J., and Davidson, J. E. (eds.), Conceptions of Giftedness, Cambridge University Press, Cambridge, pp. 182-200.

    Google Scholar 

  • Borkowski, J. G., Estrada, M. T., Milstead, M., and Hale, C. A. (1989). General problem-solving skills: Relations between metacognition and strategic processing. Learn. Disabil. Q. 12: 57-70.

    Google Scholar 

  • Brainerd, C. J., and Reyna, V. F. (1990). Inclusion illusions: Fuzzy-trace theory and perceptual salience effects in cognitive development. Dev. Rev. 10: 365-403.

    Google Scholar 

  • Carr, M., Alexander, J., and Schwanenflugel, P. (1996). Where gifted children do and do not excel on metacognitive tasks. Roeper Rev. 18 (3): 212-217.

    Google Scholar 

  • Case, R. (1985). Intellectual Development: Birth to Adulthood, Academic Press, Orlando.

    Google Scholar 

  • Case, R. (1992). The Mind's Staircase: Exploring the Conceptual Underpinnings of Children's Thought and Knowledge, Lawrence Erlbaum, Hillsdale, NJ.

    Google Scholar 

  • Ceci, S. J. (1996). On Intelligence: A Bioecological Treatise on Intellectual Development, Harvard University Press, Cambridge, MA.

    Google Scholar 

  • Chen, Z., and Siegler, R. S. (2000). Across the great divide: Bridging the gap between understanding of toddler's and older children's thinking. Monographs of the Society for Research in Child Development, 65(2, Serial No. 261).

    Google Scholar 

  • Chi, M. T. H., Glaser, R., and Rees, R. (1982). Expertise in problem solving. In: Sternberg, R. J. (ed.), Advances in Problem Solving Vol.(1), Lawrence Erlbaum, Hillsdale, NJ, pp. 7-75.

    Google Scholar 

  • Clark, B. (1997). Growing up Gifted, Prentice-Hall, Upper Saddle River, NJ.

    Google Scholar 

  • Cohen, S. E., and Parmalee, A. H. (1983). Prediction of five-year Stanford-Binet scores in preterm infants. Child Dev. 54: 1242-1253.

    Google Scholar 

  • Cohn, S. J., Carlson, J. S., and Jensen, A. R. (1985). Speed of information processing in academically gifted youths. Pers. Individ. Differ. 6: 621-629.

    Google Scholar 

  • Colby, A., Kohlberg, L., Gibbs, J., and Lieberman, M. (1983). A longitudinal study of moral judgement. Monographs of the Society for Research in Child Development, 48 (1-2, Serial No. 200).

    Google Scholar 

  • Colombo, J. (1993). Infant Cognition: Predicting Later Intellectual Functioning, Sage, Newbury Park, CA.

    Google Scholar 

  • Coyle, T. R., Read, L. E., Gaultney, J. F., and Bjorklund, D. F. (1999). Giftedness and variability in strategic processing on a multitrial memory task: Evidence for stability in gifted cognition. Learn. Individ. Differ. 10(4): 273-290.

    Google Scholar 

  • Crowley, K., and Siegler, R. S. (1999). Explanation and generalization in young children's strategy learning. Child Dev. 70(2): 304-316.

    Google Scholar 

  • Crowley, K., Shrager, J., and Siegler, R. S. (1997). Strategy discovery as a competitive negotiation between metacognitive and associative mechanisms. Dev. Rev. 17: 462-489.

    Google Scholar 

  • Davidson, J. E. (1986). The role of insight in giftedness. In: Sternberg, R. J., and Davidson, J. E. (eds.), Conceptions of Giftedness, Cambridge University Press, Cambridge, pp. 201-222.

    Google Scholar 

  • Davidson, J. E., and Downing, C. L. (2000). Contemporary models of intelligence. In: Sternberg, R. J. (ed.), Handbook of Intelligence, Cambridge University Press, Cambridge, UK, pp. 34-51.

    Google Scholar 

  • Davidson, J. E., and Sternberg, R. J. (1984). The role of insight in intellectual giftedness. Gifted Child Q. 28(2): 58-64.

    Google Scholar 

  • Davidson, J. E., and Sternberg, R. J. (1986). What is insight? Educ. Horiz. 64: 177-179.

    Google Scholar 

  • Deary, I. J. (2000). Simple information processing and intelligence. In: Sternberg, R. J. (ed.), Handbook of Intelligence, Cambridge University Press, Cambridge, UK, pp. 267-284.

    Google Scholar 

  • Deary, I. J., and Stough, C. (1996). Intelligence and inspection time: Achievements, prospects, and problems. Am. Psychol. 51(6): 599-608.

    Google Scholar 

  • Detterman, D. K. (1987). What does reaction time tell us about intelligence? In: Vernon, P. A. (ed.), Speed of Information Processing and Intelligence, Ablex, Norwood, NJ, pp. 177-200.

    Google Scholar 

  • Dover, A. C., and Shore, B. M. (1991). Giftedness and flexibility on a mathematical set-breaking task. Gifted Child Q. 35: 99-105.

    Google Scholar 

  • Eckerman, C. O., and Didow, S. M. (1989). Toddler's social coordinations: Changing responses to another's invitation to play. Dev. Psychol. 25: 794-804.

    Google Scholar 

  • Ericsson, K. A. (2002). Attaining excellence through deliberate practice: Insights from the study of expert performance. In: Ferrari, M. (ed.), The Pursuit of Excellence Through Education, Lawrence Erlbaum, Mahwah, NJ, pp. 21-56.

    Google Scholar 

  • Fagan, J. F., and McGrath, S. K. (1981). Infant recognition memory and later intelligence. Intelligence 5: 121-130.

    Google Scholar 

  • Feldman, D. H. (Ed.) (1982). Developmental Approaches to Giftedness and Creativity, Jossey-Bass, San Francisco.

    Google Scholar 

  • Ferretti, R. P., and Butterfield, E. C. (1992). Intelligence-related differences in the learning, maintenance, and transfer of problem-solving strategies. Intelligence 16: 207-223.

    Google Scholar 

  • Fischer, K. W. (1980). A theory of cognitive development: The control and construction of hierarchies of skills. Psychol. Rev. 87: 477-531.

    Google Scholar 

  • Friedman, R. C., and Shore, B. M.(Eds.)(2000). Talents Unfolding: Cognition and Development, American Psychological Association, Washington, DC.

    Google Scholar 

  • Garner, R., and Alexander, P. A. (1989). Metacognition: Answered and unanswered questions. Educ. Psychol. 24: 143-158.

    Google Scholar 

  • Gaultney, J. F. (1998). Differences in benefit from strategy use: What's good for me may not be so good for thee. J. Educ. Gifted 21(2): 160-178.

    Google Scholar 

  • Gaultney, J. F., Bjorklund, D. F., and Goldstein, D. (1996). To be young, gifted, and strategic: Advantages for memory performance. J. Exp. Child Psychol. 61: 43-66.

    Google Scholar 

  • Hagen, E. (1980). Identification of the Gifted, Teacher's College Press, New York.

    Google Scholar 

  • Hannah, C. L. (1989). The use of cognitive methodology to identify, investigate, and instruct learning-disabled gifted children. Roeper Rev. 12: 58-62.

    Google Scholar 

  • Hannah, C. L., and Shore, B. M. (1995). Metacognition and high intellectual ability: Insights from the study of learning disabled gifted students. Gifted Child Q. 39: 95-109.

    Google Scholar 

  • Harnishfeger, K. K. (1995). The development of cognitive inhibition: Theories, definitions, and research evidence. In: Dempster, F. N., and Brainerd, C. J. (eds.), Interference and Inhibition in Cognition, Academic Press, San Diego.

    Google Scholar 

  • Harnishfeger, K. K., and Bjorklund, D. F. (1990). Strategic and nonstrategic factors in gifted children's free recall. Contemp. Educ. Psychol. 15: 346-363.

    Google Scholar 

  • Harnishfeger, K. K., and Bjorklund, D. F. (1993). The ontogeny of inhibition mechanisms: A renewed approach to cognitive development. In: Pasnak, R., and Howe, M. L. (eds.), Emerging Themes in Cognitive Development Vol.(1: Foundations), University of Nebraska Press, Lincoln, pp. 28-49.

    Google Scholar 

  • Harnishfeger, K. K., and Bjorklund, D. F. (1994). A developmental perspective on individual differences in inhibition. Learn. Individ. Differ. 6(3): 331-355.

    Google Scholar 

  • Hettinger, H. R. (2003). Strategic Development in Gifted and Average-Ability Children: Qualitative and Quantitative Differences in Strategy Acquisition and Use, Manuscript in preparation.

  • Hettinger, H. R., Kipp, K., and Goldman, M. M. (April 2003). Cognitive Inhibition in Gifted Children, Poster session presented at the annual meeting of the American Educational Research Association, Chicago, IL.

  • Hunt, E. (1980). Intelligence as an information processing concept. Br. J. Psychol. 71: 449-474.

    Google Scholar 

  • Jacobs, S. E. (2000). Visual recognition memory for objects in six-and nine-month-old infants. Occup. Ther. J. Res. 20(4): 271-285.

    Google Scholar 

  • Jausovec, N. (1991). Flexible strategy use: A characteristic of gifted problem solving. Creat. Res. J. 4(4): 349-366.

    Google Scholar 

  • Jensen, A. R., Cohn, S. J., and Cohn, C. M. (1989). Speed of information processing in academically gifted youths and siblings. Pers. Individ. Differ. 10(1): 29-33.

    Google Scholar 

  • Kanevsky, L. (1990). Pursuing qualitative differences in the flexible use of problem-solving strategy by young children. J. Educ. Gifted 13(2): 115-140.

    Google Scholar 

  • Kanevsky, L. (1992). The learning game. In: Klein, P. S., and Tannenbaum, A. J. (eds.), To Be Young and Gifted, Ablex, Norwood, NJ, pp. 204-241.

    Google Scholar 

  • Keating, D. P. (1990). Charting pathways to the development of expertise. Educ. Psychol. 25: 243-267.

    Google Scholar 

  • Kranzler, J. H., Whang, P. A., and Jensen, A. R. (1994). Task complexity and the speed and efficiency of elemental information processing: Another look at the nature of intellectual giftedness. Contemp. Educ. Psychol. 19(4): 447-459.

    Google Scholar 

  • Kuczaj, S. A. (1977). The acquisition of regular and irregular past tense forms. J. Verb. Learn. Verb. Behav. 16: 589-600.

    Google Scholar 

  • Kuhn, D. (1995). Microgenetic study of change: What has it told us? Psychol. Sci. 6(3): 133-139.

    Google Scholar 

  • Kuhn, D., Garcia-Mila, M., Zohar, A., and Andersen, C. (1995). Strategies of knowledge acquisition. Monographs of the Society for Research in Child Development, 60(4, Serial No. 245).

    Google Scholar 

  • Larson, G. E., Merritt, C. R., and Williams, S. E. (1988). Information processing and intelligence: Some implications of task complexity. Intelligence 12: 131-147.

    Google Scholar 

  • Lemaire, P., and Siegler, R. S. (1995). Four aspects of strategic change: Contributions to children's learning of multiplication. J. Exp. Psychol. Gen. 124: 83-97.

    Google Scholar 

  • Lewis, M., and Brooks-Gunn, J. (1981). Visual attention at three months as a predictor of cognitive functioning at two years of age. Intelligence 5: 131-140.

    Google Scholar 

  • Lohman, D. F. (2000). Complex information processing and intelligence. In: Sternberg, R. J. (ed.), Handbook of Intelligence, Cambridge University Press, Cambridge, UK, pp. 285-340.

    Google Scholar 

  • McCall, R. B. (1994). What process mediates predictions of childhood IQ from infant habituation and recognition memory? Speculations on the role of inhibition and rate of information processing. Intelligence 18: 107-125.

    Google Scholar 

  • Miller, D., Spridigliozzi, G., Ryan, E. B., Callan, M. P., and McLaughlin, J. E. (1980). Habituation and cognitive performance: Relationships between measures at four years of age and earlier assessments. Int. J. Behav. Dev. 3: 131-146.

    Google Scholar 

  • Miller, P. H., and Coyle, T. R. (1999). Developmental change: Lessons from microgenesis. In: Scholnick, E. K., and Nelson, K. (eds.), Conceptual Development: Piaget's Legacy, Lawrence Erlbaum, Mahwah, NJ, pp. 209-239.

    Google Scholar 

  • Miller, P. H., and Seier, W. L. (1994). Strategy utilization deficiencies: When, where, and why. In: Reese, H. W. (ed.), Advances in Child Development and Behavior Vol.(25), Academic Press, New York, pp. 107-156.

    Google Scholar 

  • Miller, P. H., Seier, W. L., Probert, J. S., and Aloise, P. A. (1991). Age differences in the capacity demands of a strategy among spontaneously strategic children. J. Exp. Child Psychol. 52: 149-165.

    Google Scholar 

  • Moely, B. E., Santulli, K. A., and Obach, M. S. (1995). Strategy instruction, metacognition, and motivation in the elementary school classroom. In: Weinert, F. E., and Schneider, W. (eds.), Memory Performance and Competencies: Issues in Growth and Development, Lawrence Erlbaum, Mahwah, NJ, pp. 301-321.

    Google Scholar 

  • Monks, F. J., and Mason, E. J. (1993). Developmental theories and giftedness. In: Heller, K. A., Moenks, F. J., and Passow, A. H. (eds.), International Handbook of Research and Development of Giftedness and Talent, Pergamon, Oxford, pp. 89-101.

    Google Scholar 

  • Montague, M. (1991). Gifted and learning-disabled gifted students' knowledge and use of mathematical problem-solving strategies. J. Educ. Gifted 14(4): 393-411.

    Google Scholar 

  • Montague, M., and Bos, C. S. (1990). Cognitive and metacognitive characteristics of eighth grade students' mathematical problem solving. Learn. Individ. Differ. 2(3): 371-388.

    Google Scholar 

  • Moss, E. (1990). Social interaction and metacognitive development in gifted preschoolers. Gifted Child Q. 34(1): 16-20.

    Google Scholar 

  • Moss, E., and Strayer, F. F. (1990). Interactive problem-solving of gifted and non-gifted preschoolers with their mothers. Int. J. Behav. Dev. 13(2): 177-197.

    Google Scholar 

  • Muir-Broaddus, J. E. (1995). Gifted underachievers: Insights from the characteristics of strategic functioning associated with giftedness and achievement. Learn. Individ. Differ. 7(3): 189-206.

    Google Scholar 

  • Nettelbeck, T. (1987). Inspection time and intelligence. In: Vernon, P. A. (ed.), Speed of Information Processing and Intelligence, Ablex, Norwood, NJ, pp. 295-346.

    Google Scholar 

  • Perleth, C. (1994). Strategy use and metamemory in gifted and average primary school children. In: Hany, E. A., and Heller, K. A. (eds.), Competence and Responsibility Vol.(2), Hogrefe & Huber Publishers, Goettingen, pp. 46-52.

    Google Scholar 

  • Piaget, J. (1952). The Origins of Intelligence in Children, Norton, New York.

    Google Scholar 

  • Reyna, V. F., and Brainerd, C. J. (1990). Fuzzy processing in transivity development. Ann. Oper. Res. 23: 37-63.

    Google Scholar 

  • Reyna, V. F., and Brainerd, C. J. (1995). Fuzzy-trace theory: An interim synthesis. Learn. Individ. Differ. 7: 1-75.

    Google Scholar 

  • Rittle-Johnson, B., and Siegler, R. S. (1999). Learning to spell: Variability, choice, and change in children's strategy use. Child Dev. 70(2): 332-348.

    Google Scholar 

  • Roberts, R. D., Beh, H. C., and Stankov, L. (1988). Hick's law, competing-task performance, and intelligence. Intelligence 12: 111-130.

    Google Scholar 

  • Robinson, N. M. (2000). Giftedness in very young children: How seriously should it be taken? In: Friedman, R. C., and Shore, B. M. (eds.), Talents Unfolding: Cognition and Development, American Psychological Association, Washington, DC, pp. 7-26.

    Google Scholar 

  • Rogers, K. B. (1986). Do the gifted think and learn differently?: A review of recent research and its implications for instruction. J. Educ. Gifted 10(1): 17-39.

    Google Scholar 

  • Rose, S. A., and Feldman, J. F. (1995). Prediction of IQ and specific cognitive abilities at 11 years from infancy measures. Dev. Psychol. 31(4): 685-696.

    Google Scholar 

  • Schauble, L. (1996). The development of scientific reasoning in knowledge-rich contexts. Dev. Psychol. 32: 102-119.

    Google Scholar 

  • Schneider, W. (1993). Acquiring expertise: Determinants of exceptional performance. In: Heller, K. A., Monks, F. J., and Passow, A. H. (eds.), International handbook of research and development of giftedness and talent, Pergamon Press, Oxford, pp. 311-324.

    Google Scholar 

  • Schneider, W., Korkel, J., and Weinert, F. E. (1989). Domain-specific knowledge and memory performance: A comparison of high-and low-aptitude children. J. Educ. Psychol. 81: 306-312.

    Google Scholar 

  • Schraw, G. (1998). Promoting general metacognitive awareness. Instr. Sci. 26: 113-125.

    Google Scholar 

  • Scott, M. S., Greenfield, D. B., and Sterental, E. (1986). Abstract categorization ability as a predictor of learning disability classification. Intelligence 10: 377-387.

    Google Scholar 

  • Scruggs, T. E., and Mastropieri, M. A. (1985). Spontaneous verbal elaboration in gifted and nongifted youths. J. Educ. Gifted 9(1): 1-10.

    Google Scholar 

  • Scruggs, T. E., and Mastropieri, M. A. (1988). Acquisition and transfer of learning strategies by gifted and nongifted students. J. Spec. Educ. 22(2): 153-166.

    Google Scholar 

  • Scruggs, T. E., Mastropieri, M. A., Jorgensen, C., and Monson, J. (1986). Effective mnemonic strategies for gifted learners. J. Educ. Gifted 9:105-121.

    Google Scholar 

  • Shore, B. M. (1986). Cognition and giftedness: New research directions. Gifted Child Q. 30: 24-32.

    Google Scholar 

  • Shore, B. M. (2000). Metacognition and flexibility: Qualitative differences in how gifted children think. In: Friedman, R. C., and Shore, B. M. (eds.), Talents Unfolding: Cognition and Development, American Psychological Association, Washington, DC, pp. 167-187.

    Google Scholar 

  • Shore, B. M., and Dover, A. C. (1987). Metacognition, intelligence, and giftedness. Gifted Child Q. 31(1): 37-39.

    Google Scholar 

  • Shore, B. M., and Kanevsky, L. (1993). Thinking processes: Being and becoming gifted. In: Heller, K. A., Moenks, F. J., and Passow, A. H. (eds.), International handbook of research and development of giftedness and talent, Pergamon, Oxford, pp. 133-147.

    Google Scholar 

  • Shore, B. M., and Lazar, L. (1996). IQ-related differences in time allocation during problem solving. Psychol. Rep. 78: 848-849.

    Google Scholar 

  • Shore, B. M., Koller, M., and Dover, A. C. (1994). More from the water jars: A Reanalysis of problem-solving performance among gifted and nongifted children. Gifted Child Q. 38: 179-183.

    Google Scholar 

  • Siegler, R. S. (1996). Emerging Minds: The Process of Change in Children's Thinking, Oxford University Press, New York.

    Google Scholar 

  • Siegler, R. S. (1998). Children's Thinking (3rd Ed.), Prentice Hall, Upper Saddle River, NJ.

    Google Scholar 

  • Siegler, R. S., and Crowley, K. (1991). The microgenetic method: A direct means for studying cognitive development. Am. Psychol. 46(6): 606-620.

    Google Scholar 

  • Siegler, R. S., and Jenkins, E. (1989). How Children Discover New Strategies, Lawrence Erlbaum, Hillsdale, N.

    Google Scholar 

  • Siegler, R. S., and Robinson, M. (1982). The developmental of numerical understandings. In: Reese, H. W., and Lipsitt, L. P. (eds.), Advances in child development and behavior Vol.(16), Academic Press, New York.

    Google Scholar 

  • Siegler, R. S., and Sventina, M. (2002). A microgenetic/cross-sectional study of matrix completion: comparing short-term and long-term change. Child Dev. 73: 793-809.

    Google Scholar 

  • Sigman, M., Cohen, S. E., Beckwith, L., and Parmalee, A. H. (1986). Infant attention in relation to intellectual abilities in childhood. Dev. Psychol. 22(6): 788-792.

    Google Scholar 

  • Silverman, L. K. (1997). Family counseling with the gifted. In: Colangelo, N., and Davis, G. A. (eds.), Handbook of Gifted Education (2nd Ed.), Allyn & Bacon, Boston, pp. 382-397.

    Google Scholar 

  • Slater, A., Cooper, R., Rose, D., and Morrison, V. (1989). Prediction of cognitive performance from infancy to early childhood. Hum. Dev. 32: 137-147.

    Google Scholar 

  • Spearman, C. (1927). The Abilities of Man, Macmillan, New York.

    Google Scholar 

  • Spiegel, M. R., and Bryant, N. D. (1978). Is speed of processing information related to intelligence and achievement? J. Educ. Psychol. 70(6): 904-910.

    Google Scholar 

  • Sternberg, R. J. (1981). A componential theory of intellectual giftedness. Gifted Child Q. 25: 86-93.

    Google Scholar 

  • Sternberg, R. J. (1985). Beyond IQ: A Triarchic Theory of Human Intelligence, Yale University Press, Cambridge, MA.

    Google Scholar 

  • Sternberg, R. J. (1990). Metaphors of Mind, Cambridge University Press, Cambridge.

    Google Scholar 

  • Sternberg, R. J. (1999). Intelligence as developing expertise. Contemp. Educ. Psychol. 24: 359-375.

    Google Scholar 

  • Sternberg, R. J., and Davidson, J. E. (1983). Insight in the gifted. Educ. Psychol. 18: 51-57.

    Google Scholar 

  • Sternberg, R. J., and Davidson, J. E. (Eds.) (1995). The Nature of Insight, MIT Press, Cambridge, MA.

    Google Scholar 

  • Sternberg, R. J., Grigorenko, E. L., and Ferrari, M. (2002). Fostering intellectual excellence through developing expertise. In: Ferrari, M. (ed.), The Pursuit of Excellence Through Education, Lawrence Erlbaum, Mahwah, NJ, pp. 57-83.

    Google Scholar 

  • Swanson, H. L. (1992). The relationship between metacognition and problem solving in gifted children. Roeper Rev. 15(1): 43-48.

    Google Scholar 

  • Tannenbaum, A. J. (1992). Early signs of giftedness: Research and commentary. In: Klein, P. S., and Tannenbaum, A. J. (eds.), To Be Young and Gifted, Ablex, Norwood, pp. 3-32.

    Google Scholar 

  • Tarshis, E., and Shore, B. M. (1991). Differences in perspective taking between high and above average IQ preschool children. Eur. J. High Abil. 2: 201-211.

    Google Scholar 

  • Thompson, L. A., Fagan, J. F., and Fulker, D. W. (1991). Longitudinal prediction of specific cognitive abilities from infant novelty preference. Child Dev. 62: 530-538.

    Google Scholar 

  • Vernon, P. A. (1987a). New developments in reaction time research. In: Vernon, P. A. (ed.), Speed of Information-Processing and Intelligence, Ablex, Norwood, NJ, pp. 1-20.

    Google Scholar 

  • Vernon, P. A. (Ed.) (1987b). Speed of Information-Processing and Intelligence, Ablex, Norwood, NJ.

    Google Scholar 

  • Weisberg, R. W. (1988). Problem solving and creativity. In: Sternberg, R. J. (ed.), The Nature of Creativity: Contemporary Psychological Perspectives, Cambridge University Press, Cambridge, pp. 148-176.

    Google Scholar 

  • Winner, E. (2000). The origins and ends of giftedness. Am. Psychol. 55(1): 159-169.

    Google Scholar 

Download references

Author information

Authors and Affiliations

Authors

Corresponding author

Correspondence to Hillary Hettinger Steiner.

Rights and permissions

Reprints and permissions

About this article

Cite this article

Steiner, H.H., Carr, M. Cognitive Development in Gifted Children: Toward a More Precise Understanding of Emerging Differences in Intelligence. Educational Psychology Review 15, 215–246 (2003). https://doi.org/10.1023/A:1024636317011

Download citation

  • Issue Date:

  • DOI: https://doi.org/10.1023/A:1024636317011

Navigation