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Creative Problem-Solving Ability Does Not Occur by Chance: Examining the Dynamic System Model of Creative Problem Solving Ability
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Lin, Chia-Yi – Gifted Education International, 2023
This study examined Cho's dynamic system model of creative problem-solving ability in a sample of 112 gifted and non-gifted students. The cluster analysis and t-test results indicated that students should be categorized into high and low performance groups. Students who scored three points or more across all attributes also had a higher likelihood…
Descriptors: Creativity, Problem Solving, Academic Ability, Academically Gifted
Learning Preferences and Skill Patterns among Underachieving Gifted Adolescents.
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Redding, 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
The Purdue Three Stage Model as Applied to Elementary Science for the Gifted.
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Hoover, Steven M. – School Science and Mathematics, 1989
Provided is a list of the needs of gifted and talented children. Delineates the concomitant relationship with science instruction and the stages in the model that are instrumental in meeting these needs. (RT)
Descriptors: Academically Gifted, Convergent Thinking, Critical Thinking, Divergent Thinking