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Peer reviewedRedding, Richard E. – Gifted Child Quarterly, 1990
Fifty junior high school students were compared on achievement subtests requiring either analytic/convergent or holistic/divergent cognitive processing. Underachievers performed as well as achievers on tasks requiring holistic processing but did not perform as well on detailed or computational tasks requiring precision, attention to detail, and/or…
Descriptors: Academic Achievement, Academically Gifted, Cognitive Processes, Cognitive Style
