Strategic development in gifted and average-ability children
Hettinger, Hillary Rae
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This collection of three journal articles represents an attempt to bring together the fields of cognitive development and gifted education through empirical research. The first is an extensive review of the empirical and theoretical literature surrounding cognitive change in children of high ability. Discussed are four major constructs that have often been associated with giftedness—speed of processing, knowledge base, metacognition, and strategic ability. Emphasis also is placed on investigating the strategic development of gifted children from a cognitive developmental point of view. Finally, future lines of research using models from cognitive development and intelligence are recommended. The second presents results of the empirical study, which contributes to existing literature by studying gifted strategic ability from a new cognitive development perspective. Finally, the third discusses traditional methods of identifying giftedness in young children and offers recommendations for identifying particular gifted behaviors that might be nurtured, such as strategic ability.