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

被引：6
|
作者：
Dunn, Kristy [1 ]
Georgiou, George [1 ,2 ]
Das, J. P. [1 ,3 ]
机构：
[1] Univ Alberta, Dept Educ Psychol, 3-102A Educ North, Edmonton, AB T6G 2G5, Canada
[2] JP Das Ctr Dev & Learning Disabil, Edmonton, AB, Canada
[3] Royal Soc Canada, Edmonton, AB, Canada
来源：
ROEPER REVIEW-A JOURNAL ON GIFTED EDUCATION | 2020年 / 42卷 / 02期
关键词：
giftedness; intelligence; mathematics; PASS processes; reading; CONFIRMATORY FACTOR-ANALYSIS; ACADEMIC-ACHIEVEMENT; COMPREHENSION TESTS; PASS PROCESSES; POOR READERS; INTELLIGENCE; SKILLS; PERFORMANCE; STUDENTS; INSTRUCTION;
D O I：
10.1080/02783193.2020.1728803
中图分类号：
G76 [特殊教育];
学科分类号：
040109 ;
摘要：
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-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.
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页码：126 / 135
页数：10
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