Abstract
Many researchers have described cognitive differences between gifted and average-performing children. Regarding strategy use, the gifted advantage is often associated with differences such as greater knowledge of strategies, quicker problem solving, and the ability to use strategies more appropriately. The current study used microgenetic methods from developmental psychology to investigate strategic thinking in gifted children from the perspective of one of the newer models of strategic development, Siegler’s (1996) adaptive strategy-choice model. Fifty 2nd-grade children, approximately half of which were identified as intellectually gifted and half of which were average-performing students, were videotaped while playing a computer strategy game. Gifted and average-ability children differed greatly in their patterns of strategy development and use. The implications of these findings on theory and practice are considered.
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