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Peer reviewedKulikowich, Jonna M.; Alexander, Patricia A. – Contemporary Educational Psychology, 1990
The effects of domain-specific and strategic knowledge on analogy performance were studied for 64 gifted and 64 non gifted sixth grade and high school students. Males (n=66) and females (n=62) performed comparably on almost all dependent measures. Implications for instruction and assessment of both types of knowledge are discussed. (SLD)
Descriptors: Academic Ability, Academically Gifted, Comparative Analysis, Elementary School Students
