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Cognitive Characteristics of Gifted and Not Gifted Fifth-Grade Chilean Students from Economically Vulnerable Contexts

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Title: Cognitive Characteristics of Gifted and Not Gifted Fifth-Grade Chilean Students from Economically Vulnerable Contexts
Language: English
Authors: Arancibia, Violeta, Boyanova, Diana, González, Pablo
Source: Universal Journal of Educational Research. 2016 4(4):744-754.
Availability: Horizon Research Publishing. 506 North Garfield Avenue #210, Alhambra, CA 91801. e-mail: editor@hrpub.org; Web site: http://www.hrpub.org
Peer Reviewed: Y
Page Count: 11
Publication Date: 2016
Document Type: Journal Articles
Reports - Research
Education Level: Grade 5
Intermediate Grades
Middle Schools
Elementary Education
Descriptors: Cognitive Ability, Individual Characteristics, Academically Gifted, Economically Disadvantaged, Grade 5, Foreign Countries, Intelligence Tests, Public Schools, Gender Differences, Talent Identification, After School Programs, Correlation, Scores
Geographic Terms: Chile
Assessment and Survey Identifiers: Raven Advanced Progressive Matrices, Raven Progressive Matrices
ISSN: 2332-3205
Abstract: The purpose of the study was to reveal the cognitive characteristics of talented children who come from economically vulnerable contexts in Chile. Raven's Standard Progressive Matrices (SPM) was administered to a sample of 5,160 students who took part in the process of identification of gifted students from the program PENTA UC in Chile between 2001 and 2010, when the participants were in the fifth grade. Results showed that there is a possible ceiling effect in SPM and thus Advanced Progressive Matrices might be more appropriate in the future identification process. Gifted Chilean students from public schools differ from not gifted students in both perceptual and analytical abilities, even at the early age of 10-11 years. Important gender differences emerged in solving the most difficult items of the test, more precisely in the rules applied in their solution. Gifted boys showed an advantage in addition/subtraction or distribution of two rules, whereas gifted girls did better in distribution of three rules. Results from this study could contribute not only to the process of identification of gifted students, but also to the proposition of adequate educational policy, corresponding to the cognitive characteristics of the children with academic talent.
Abstractor: As Provided
Number of References: 26
Entry Date: 2016
Accession Number: EJ1105311
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Cognitive Characteristics of Gifted and Not Gifted Fifth-Grade Chilean Students from Economically Vulnerable Contexts
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  Data: <searchLink fieldCode="SO" term="%22Universal+Journal+of+Educational+Research%22"><i>Universal Journal of Educational Research</i></searchLink>. 2016 4(4):744-754.
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  Data: Horizon Research Publishing. 506 North Garfield Avenue #210, Alhambra, CA 91801. e-mail: editor@hrpub.org; Web site: http://www.hrpub.org
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  Data: 11
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  Data: 2016
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  Data: Journal Articles<br />Reports - Research
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  Data: 2332-3205
– Name: Abstract
  Label: Abstract
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  Data: The purpose of the study was to reveal the cognitive characteristics of talented children who come from economically vulnerable contexts in Chile. Raven's Standard Progressive Matrices (SPM) was administered to a sample of 5,160 students who took part in the process of identification of gifted students from the program PENTA UC in Chile between 2001 and 2010, when the participants were in the fifth grade. Results showed that there is a possible ceiling effect in SPM and thus Advanced Progressive Matrices might be more appropriate in the future identification process. Gifted Chilean students from public schools differ from not gifted students in both perceptual and analytical abilities, even at the early age of 10-11 years. Important gender differences emerged in solving the most difficult items of the test, more precisely in the rules applied in their solution. Gifted boys showed an advantage in addition/subtraction or distribution of two rules, whereas gifted girls did better in distribution of three rules. Results from this study could contribute not only to the process of identification of gifted students, but also to the proposition of adequate educational policy, corresponding to the cognitive characteristics of the children with academic talent.
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  Data: 26
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  Data: 2016
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  Data: EJ1105311
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 11
        StartPage: 744
    Subjects:
      – SubjectFull: Cognitive Ability
        Type: general
      – SubjectFull: Individual Characteristics
        Type: general
      – SubjectFull: Academically Gifted
        Type: general
      – SubjectFull: Economically Disadvantaged
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      – SubjectFull: Grade 5
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Intelligence Tests
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      – SubjectFull: Public Schools
        Type: general
      – SubjectFull: Gender Differences
        Type: general
      – SubjectFull: Talent Identification
        Type: general
      – SubjectFull: After School Programs
        Type: general
      – SubjectFull: Correlation
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      – SubjectFull: Scores
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      – SubjectFull: Chile
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      – SubjectFull: Raven Advanced Progressive Matrices
        Type: general
      – SubjectFull: Raven Progressive Matrices
        Type: general
    Titles:
      – TitleFull: Cognitive Characteristics of Gifted and Not Gifted Fifth-Grade Chilean Students from Economically Vulnerable Contexts
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            NameFull: Boyanova, Diana
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            NameFull: González, Pablo
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