The Relationship of Cognitive Processes with Reading and Mathematics Achievement in Intellectually Gifted Children

Autor/inn/en	Dunn, Kristy; Georgiou, George; Das, J. P.
Titel	The Relationship of Cognitive Processes with Reading and Mathematics Achievement in Intellectually Gifted Children
Quelle	In: Roeper Review, 42 (2020) 2, S.126-135 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0278-3193
DOI	10.1080/02783193.2020.1728803
Schlagwörter	Cognitive Processes; Reading Achievement; Mathematics Achievement; Children; Correlation; Cognitive Ability; Intelligence; Planning; Individual Differences; Gifted; Elementary School Students; Foreign Countries; Cognitive Tests; Achievement Tests; Theories; Canada (Edmonton); Cognitive Assessment System; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Child; Kind; Kinder; Korrelation; Denkfähigkeit; Intelligenz; Klugheit; Ablaufplanung; Planungsprozess; Individueller Unterschied; Begabter, Hoch Begabter; Ausland; Kognitiver Fähigkeitstest; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Theory; Theorie
Abstract	The purpose of this study was to examine whether components of the Planning, Attention, Simultaneous, and Successive (PASS) processing theory of intelligence predict reading and mathematics proficiency in a group of intellectually gifted children. One hundred forty-two intellectually gifted children (70 females, 72 males; M[subscript age] = 127.41 months, SD = 10.76) were assessed on PASS processes as well as on reading and mathematics. Results of regression analyses showed that planning was a significant predictor of both reading and mathematics. In addition, simultaneous processing predicted mathematics and successive processing predicted reading. These findings suggest that when intelligence is operationalized on the basis of neurocognitive processes it can explain individual differences in academic achievement even among a restricted range of high ability students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01