Enriched Education Promotes the Attentional Performance of Intellectually Gifted Children

Autor/inn/en	Tao, Ting; Shi, Jiannong
Titel	Enriched Education Promotes the Attentional Performance of Intellectually Gifted Children
Quelle	In: High Ability Studies, 29 (2018) 1, S.23-35 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-8139
DOI	10.1080/13598139.2017.1423043
Schlagwörter	Academically Gifted; Children; Preadolescents; Educational Environment; Teaching Methods; Attention; Reaction Time; Auditory Stimuli; Visual Stimuli; Culture Fair Tests; Intelligence Tests; Age Differences; Foreign Countries; China; Cattell Culture Fair Intelligence Test + Suchen Sie Ihr Suchwort? Child; Kind; Kinder; Pre-adolescence; Präadoleszenz; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Teaching method; Lehrmethode; Unterrichtsmethode; Aufmerksamkeit; Reaktionsvermögen; Auditive Stimulation; Intelligence test; Intelligenztest; Age; Difference; Age difference; Altersunterschied; Ausland
Abstract	The education of gifted children is of considerable interest. The present study focused on the effect of enriched education on intellectually gifted children's attention. In the present study, 7-12-year-old children completed seven tests of attention (alertness, focused attention, divided attention, attentional switching, sustained attention, spatial attention, and supervisory attention) to investigate the differences among intellectually gifted children under different educational environments. The results showed that intellectually gifted children who received enriched education had better attentional performance than did intellectually gifted children who received standard education. The result affords theoretical support for gifted-education practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01