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The Cognition On Number With Strategies In 2-to 5-Year Old Gifted Chidren

Posted on:2006-11-13Degree:DoctorType:Dissertation
Country:ChinaCandidate:Z N XuFull Text:PDF
GTID:1115360152491201Subject:Special education
Abstract/Summary:PDF Full Text Request
This study investigated the cognition on number with strategies in 2-to 5-year old gifted children. Three kinds of tasks, counting, number conservationand comparing two sets, were used to test two groups----2-to 5-year old giftedchildren and the normal. Four results were found: (1) In general, the cognition on number in 2-to 5~year old gifted children was superior to that in the normal children of the same age. The difference between the gifted and the normal was not only quantitative, but also qualitative. And the cognition in 3-to 4- year old gifted children was the most different from the normal children of the same age, which was seemed to have reached the level of 4-to 5-year old normal children. (2) In general, the cognitive strategies on number in 2-to 5-year old gifted children were superior to those in the normal peers. It seemed that the gifted were better at choosing and using appropriate strategy to solve problems. And the gifted children' s superior strategic abilities were probably related to their better strategic knowledge, metacognition and self-regulation. (3) There was significantly positive correlation between IQ and each of thethree number cognitive tasks----counting, number conservation and comparingtwo sets, and there was interaction among the three tasks. On the other hand, there was unique in each of the three number cognitive tasks. (4) The cognitive superior development in 2-to 5-year old gifted children indicated that the preschool gifted need special education.
Keywords/Search Tags:gifted children, number cognition, cognitive strategies
PDF Full Text Request
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