What characterizes children nominated as gifted by teachers? A closer consideration of working memory and intelligence.

Autor/inn/en	Kornmann, Jessica; Zettler, Ingo; Kammerer, Yvonne; Gerjets, Peter; Trautwein, Ulrich
Titel	What characterizes children nominated as gifted by teachers? A closer consideration of working memory and intelligence. Gefälligkeitsübersetzung: Was beschreibt Kinder, die von Lehrern als begabt bezeichnet werden? Eine nähere Betrachtung des Arbeitsgedächtnisses und der Intelligenz.
Quelle	In: High ability studies, 26 (2015) 1, S. 75-92Infoseite zur Zeitschrift Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Zeitschriftenaufsatz
ISSN	1359-8139
Schlagwörter	Einstellung (Psychologie); Intelligenz (Psychologie); Kurzzeitgedächtnis; Intelligenzquotient; Grundschule; Lehrer; Schüler; Hoch Begabter
Abstract	Teacher nominations are often used in school settings to identify gifted children. However, although high intelligence is part of almost all definitions of giftedness, prior research has consistently shown that not all children nominated as gifted by teachers have high intelligence. In order to further understand the characteristics of these students, the authors explored the role of another cognitive construct, namely working memory (WM). In a sample comprising 81 fourth graders, both WM and intelligence showed the same predictive value for characterizing teacher-nominated gifted children, pointing to the importance of the thus-far-unattended WM for characterizing these students. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2026/3