Mental attention in gifted and nongifted children

European Journal of Psychology of Education

Volumn 21, Issue 4, 2006, Pages 401-411

  Navarro, Jose I ^a   Ramiro, Pedro ^a   Lopez, Jose M ^a,d   Aguilar, Manuel ^a   Acosta, Manuel ^b   Montera, Juan ^a,c  

^a UNIVERSITY OF CÁDIZ   (Spain)

^b UNIVERSITY OF HUELVA   (Spain)

^c University of Cadiz ^*  (Spain)

^d Public School   (Spain)

Author keywords

Figural intersection test; Gifted children; M measurement; Mental attention

Indexed keywords

EID: 34047112766     PISSN: 02562928     EISSN: None     Source Type: Journal    
DOI: 10.1007/BF03173510     Document Type: Review

References (28)

1. Baillargeon, R., Pascual-Leone, J., & Roncadin, C. (1998). Mental-attentional capacity: Does cognitive style make a difference? Journal of Experimental Child Psychology, 70, 143-166.
2. Bauer, S. (2003). The revised Figural Intersection Task (FIT-00): Developmental issues of validity and reliability. Master's thesis, York University, in preparation.
3. Greenberg, L.S., & Pascual-Leone, J. (2001). A dialectical constructivist view of the creation of personal meaning. Journal of Constructivist Psychology, 14(3), 165-186.
4. Jausovec, N. (2000). Differences in cognitive processes between gifted, intelligent, creative, and average individuals while solving complex problems: An EEC study. Intelligence, 28(3), 213-237.
5. Johnson, J. (1982). The Figural Intersection Test (FIT): A measurement of mental (M) attentional energy. York University. Unpublished manuscript.
6. Johnson, J.M., Fabian, V., & Pascual-Leone, J. (1989). Quantitative hardware stages that constrain language development. Human Development, 32, 245-271.
7. Johnson, J., Im-Bolter, N., & Pascual-Leone, J. (2003). Development of mental attention in gifted and mainstream children: The role of mental capacity, inhibition, and speed of processing. Child Development, 74(6), 1594-1614.
8. Kyllonen, P.C. (2002). G: Knowledge, speed, strategies or working memory capacity? A systems perspective. In R.J. Sternberg & E.L. Grigorenko (Eds.), The general factor of intelligence (pp. 415-445). Mahwah, NJ: Erlbaum.
9. Pascual-Leone, J. (1970). A mathematical model for the transition rule in Piaget's developmental stages. Acta Psychological, 32, 301-345.
10. Pascual-Leone, J. (1984). Attentional, dialectic and mental effort: Towards and organismic theory of life stages. In M.L. Commons, F.A. Richards, & G. Armon (Eds.), Beyond formal operations: Late adolescence and adult cognitive development (pp. 182-215). New York: Praeger.
11. Pascual-Leone, J. (1987). Organismic processes for neo-Piagetian theories: A dialectical account of cognitive development. International Journal of Psychology, 22, 531-570.
12. Pascual-Leone, J. (1990). Reflections on life-span intelligence consciousness and ego development. In C. Alexander & E. Langer (Eds.), Higher stages of human development: Perspectives on adult growth (pp. 258-285). New York: Oxford University Press.
13. Pascual-Leone, J., & Baillargeon, R. (1994), Developmental measurement of mental attention. International Journal of Behavioral Development, 17(1), 161-200.
14. Pascual-Leone, J., & Ijaz, H. (1989). Mental capacity testing as a form of intellectual-developmental assessment. In R. Samuda, S. Kong, J. Cummings, J. Pascual-Leone, & J. Lewis (Eds.), Assessment and placement of minority students (pp. 144-171). Lewiston, NY: Hogrefe.
15. Pascual-Leone, J., & Johnson, J.M. (1998, August). Cognition, intelligence and the nature of giftedness. Paper presented at the symposium Cognition and Intelligence, Congresso Intemacional Sobre Superdotacao, Brasilia, Brazil.
16. Pascual-Leone, J., & Johnson, J. (1999). A dialectical constructivist view of representation: Role of mental attention, executives, and symbols. In I.E. Siegel (Ed.), Development of mental representation (pp. 169-200). London: Lawrence.
17. Pascual-Leone, J., & Johnson, J.M. (2001). Manual for the FIT: Figural intersections test. Toronto, Canada: Developmental Processes Laboratory, Department of Psychology, York University.
18. Pascual-Leone, J., Baillargeon, R., Lee, C., & Ho, G.W. (1994). Toward standardization of mental capacity testing. Research Report No. 199. Toronto: York University.
19. Pascual-Leone, J., Johnson, J., Baskind, S., Dworsky, S., & Severtson, E. (2000). Culture-fair assessment and the processes of mental attention. In A. Kozulin & Y. Rand (Eds.), Experience of mediated learning: An impact of Feuerstein's theory in education and psychology (pp. 191-214). New York: Pergamon.
20. Planche, P., & Gicquel, M.C. (2000). The development of formal operational functioning in intellectually gifted children. International Journal of Psychology, 35(5), 219-227.
21. Reams, R., Chamrad, D., & Robinson, N.M. (1990). The race is not necessarily to the swift: Validity of WISC-R bonus points for speed. Gifted Child Quarterly. 34, 108-110.
22. Ritchhart, R. (2001). From IQ to IC: A dispositional view of intelligence. Roeper Review, 23(3), 143-150.
23. Saccuzzo, D.P., Johnson, N.E., & Guertin, T.L. (1994). Information processing in gifted versus nongifted African American, Latino, Filipino, and White children: Speeded versus nonspeeded paradigms. Intelligence, 19, 219-243.
24. Shore, B.M. (2000). Metacognition and flexibility: Qualitative differences in how gifted children think. In R.C. Friedman & B.M. Shore (Eds.), Talents unfolding: Cognition and development (pp. 167-187). Washington, DC: American Psychological Association.
25. Spearman, C.E. (1927). The abilities of man, their nature and measurement. New York: MacMillan.
26. Sternberg, R.J., & Davidson, J.E. (1982, June). The mind of the puzzler. Psychology Today, 16, 37-44.
27. Watkins, M.W., Greenawalt, C.G., & Marcell, C.M. (2002). Factor structure of the Wechsler Intelligence Scale for Children-Third Edition among gifted students. Educational & Psychological Measurement, 62(1), 164-172.
28. Wechsler, D. (1981). Wechsler Intelligence Scale for Children (WISC-R). San Antonio, TX: The Psychological Corporation.