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

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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.

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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

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