Cognitive Modifiability, Emotional-Motivational Factors, and Behavioral Characteristics Among Gifted Versus Nongifted Children.

David Tzuriel; Efrat Bengio; Gabriella Kashy-Rosenbaum

doi:10.1891/1945-8959.10.3.253

Cognitive Modifiability, Emotional-Motivational Factors, and Behavioral Characteristics Among Gifted Versus Nongifted Children.

David Tzuriel, Efrat Bengio, Gabriella Kashy-Rosenbaum

Research output: Contribution to journal › Article › peer-review

Abstract

This study was designed to investigate the differences in cognitive modifiability, emotional–motivational factors, cognitive behavioral characteristics during dynamic assessment (DA), and openness to mediation and level of mediation among gifted versus nongifted children. One hundred forty-five 3rd-grade children in 4 groups (gifted [G], n = 41; outstanding-high [OH], n = 31; outstanding-low [OL], n = 35; and typical [T], n = 38) were given a battery of emotional–motivational tests and two DA measures: analogies subtest from the Cognitive Modifiability Battery and Rey’s (1956) Complex Figure test. Several behavioral categories were rated during DA. The G and OH groups were found to be similar on variables of cognitive modifiability and behavioral characteristics, and both were higher than the OL and T groups. The OH group was consistently higher than the G group on emotional–motivational factors. Discriminant function analysis showed that all variables significantly differentiated the four groups. The OH group was similar to the G group on cognitive modifiability but higher on emotional–motivational and cognitive behavioral characteristics. The data raised questions about the conventional procedures of selection of gifted children for enrichment programs.

Original language	American English
Pages (from-to)	253-279
Number of pages	27
Journal	Journal of Cognitive Education and Psychology
Volume	10
Issue number	3
DOIs	https://doi.org/10.1891/1945-8959.10.3.253
State	Published - Nov 2011

Bibliographical note

Accession Number: 67793636; Tzuriel, David 1; Email Address: [email protected] Efrat Bengio 2 Kashy-Rosenbaum, Gabriella 3; Affiliation: 1: Bar Ilan University Beit Berl College 2: Bar Ilan University 3: Bar Ilan University, Israel Ashkelon Academic College; Source Info: 2011, Vol. 10 Issue 3, p253; Subject Term: GIFTED children -- Psychology; Subject Term: DEVELOPMENTAL psychology & motivation; Subject Term: MOTIVATION (Psychology) in children; Subject Term: CHILD psychology; Subject Term: CHILDHOOD attitudes; Author-Supplied Keyword: cognitive modifiability; Author-Supplied Keyword: dynamic assessment; Author-Supplied Keyword: emotional-motivational factors; Author-Supplied Keyword: gifted children; Author-Supplied Keyword: mediation; Number of Pages: 27p; Illustrations: 5 Charts, 4 Graphs; Document Type: Article

Keywords

GIFTED children -- Psychology
DEVELOPMENTAL psychology & motivation
MOTIVATION (Psychology) in children
CHILD psychology
CHILDHOOD attitudes
cognitive modifiability
dynamic assessment
emotional-motivational factors
gifted children
mediation

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10.1891/1945-8959.10.3.253

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title = "Cognitive Modifiability, Emotional-Motivational Factors, and Behavioral Characteristics Among Gifted Versus Nongifted Children.",

abstract = " This study was designed to investigate the differences in cognitive modifiability, emotional–motivational factors, cognitive behavioral characteristics during dynamic assessment (DA), and openness to mediation and level of mediation among gifted versus nongifted children. One hundred forty-five 3rd-grade children in 4 groups (gifted [G], n = 41; outstanding-high [OH], n = 31; outstanding-low [OL], n = 35; and typical [T], n = 38) were given a battery of emotional–motivational tests and two DA measures: analogies subtest from the Cognitive Modifiability Battery and Rey{\textquoteright}s (1956) Complex Figure test. Several behavioral categories were rated during DA. The G and OH groups were found to be similar on variables of cognitive modifiability and behavioral characteristics, and both were higher than the OL and T groups. The OH group was consistently higher than the G group on emotional–motivational factors. Discriminant function analysis showed that all variables significantly differentiated the four groups. The OH group was similar to the G group on cognitive modifiability but higher on emotional–motivational and cognitive behavioral characteristics. The data raised questions about the conventional procedures of selection of gifted children for enrichment programs. ",

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author = "David Tzuriel and Efrat Bengio and Gabriella Kashy-Rosenbaum",

note = "Accession Number: 67793636; Tzuriel, David 1; Email Address: [email protected] Efrat Bengio 2 Kashy-Rosenbaum, Gabriella 3; Affiliation: 1: Bar Ilan University Beit Berl College 2: Bar Ilan University 3: Bar Ilan University, Israel Ashkelon Academic College; Source Info: 2011, Vol. 10 Issue 3, p253; Subject Term: GIFTED children -- Psychology; Subject Term: DEVELOPMENTAL psychology & motivation; Subject Term: MOTIVATION (Psychology) in children; Subject Term: CHILD psychology; Subject Term: CHILDHOOD attitudes; Author-Supplied Keyword: cognitive modifiability; Author-Supplied Keyword: dynamic assessment; Author-Supplied Keyword: emotional-motivational factors; Author-Supplied Keyword: gifted children; Author-Supplied Keyword: mediation; Number of Pages: 27p; Illustrations: 5 Charts, 4 Graphs; Document Type: Article",

year = "2011",

month = nov,

doi = "10.1891/1945-8959.10.3.253",

language = "American English",

volume = "10",

pages = "253--279",

journal = "Journal of Cognitive Education and Psychology",

issn = "1945-8959",

publisher = "Springer Publishing Company",

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Cognitive Modifiability, Emotional-Motivational Factors, and Behavioral Characteristics Among Gifted Versus Nongifted Children.

Abstract

Bibliographical note

Keywords

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