Cognitive Characteristics of Gifted and Not Gifted Fifth-Grade Chilean Students from Economically Vulnerable Contexts

Autor/inn/en	Arancibia, Violeta; Boyanova, Diana; González, Pablo
Titel	Cognitive Characteristics of Gifted and Not Gifted Fifth-Grade Chilean Students from Economically Vulnerable Contexts
Quelle	In: Universal Journal of Educational Research, 4 (2016) 4, S.744-754 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2332-3205
Schlagwörter	Cognitive Ability; Individual Characteristics; Academically Gifted; Economically Disadvantaged; Grade 5; Foreign Countries; Intelligence Tests; Public Schools; Gender Differences; Talent Identification; After School Programs; Correlation; Scores; Chile; Raven Advanced Progressive Matrices; Raven Progressive Matrices + Suchen Sie Ihr Suchwort? Denkfähigkeit; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; School year 05; 5. Schuljahr; Schuljahr 05; Ausland; Intelligence test; Intelligenztest; Public school; Öffentliche Schule; Geschlechterkonflikt; Begabtenanalyse; Talentsuche; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Korrelation
Abstract	The purpose of the study was to reveal the cognitive characteristics of talented children who come from economically vulnerable contexts in Chile. Raven's Standard Progressive Matrices (SPM) was administered to a sample of 5,160 students who took part in the process of identification of gifted students from the program PENTA UC in Chile between 2001 and 2010, when the participants were in the fifth grade. Results showed that there is a possible ceiling effect in SPM and thus Advanced Progressive Matrices might be more appropriate in the future identification process. Gifted Chilean students from public schools differ from not gifted students in both perceptual and analytical abilities, even at the early age of 10-11 years. Important gender differences emerged in solving the most difficult items of the test, more precisely in the rules applied in their solution. Gifted boys showed an advantage in addition/subtraction or distribution of two rules, whereas gifted girls did better in distribution of three rules. Results from this study could contribute not only to the process of identification of gifted students, but also to the proposition of adequate educational policy, corresponding to the cognitive characteristics of the children with academic talent. (As Provided).
Anmerkungen	Horizon Research Publishing. 506 North Garfield Avenue #210, Alhambra, CA 91801. e-mail: editor@hrpub.org; Web site: http://www.hrpub.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01