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

TY - JOUR

T1 - What characterizes children nominated as gifted by teachers?

T2 - A closer consideration of working memory and intelligence

AU - Kornmann, Jessica

AU - Zettler, Ingo

AU - Kammerer, Yvonne

AU - Gerjets, Peter

AU - Trautwein, Ulrich

PY - 2015/1/2

Y1 - 2015/1/2

N2 - 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, we herein explore the role of another cognitive construct, namely working memory (WM). In a sample comprising N = 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.

AB - 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, we herein explore the role of another cognitive construct, namely working memory (WM). In a sample comprising N = 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.

U2 - 10.1080/13598139.2015.1033513

DO - 10.1080/13598139.2015.1033513

M3 - Journal article

SN - 1359-8139

VL - 26

SP - 75

EP - 92

JO - High Ability Studies

JF - High Ability Studies

IS - 1

ER -