High IQ Students Research Articles

The Effect of Think Pair Share and Intelligence Quotient on Economics Students’ Learning Outcome

The purpose of this study was to examine the relationship between intellectual ability, the Cooperative type think pair share learning model, and the Entrepreneur lesson in grade ten at a vocational high school in Sungai Penuh. This study is a Quasi-experiment in nature. Purposeful sampling was used in this study. In total, 103 students made up the study's sample. We used two instruments to obtain this data: an experimental one and a validated one. The school has collected primary data in the form of student learning outcomes and secondary data in IQ test outcomes. On the other hand, a descriptive and inductive analysis was performed using a two-way analysis of variance. The study found that (1) the learning outcomes for students who were taught using the cooperative learning model type Think Pair Share were better than the outcomes for students who were taught using the traditional learning model. According to his research, the academic success of high-IQ students is not better than that of low-IQ students. Thirdly, there was no correlation between the cooperative learning approach (Think, Pair, Share) and student achievement.

ANAK UNDERACHIEVER: ANALISIS FAKTOR-FAKTOR PENYEBABNYA

This study aims to determine the factors that cause high IQ students who experience learning difficulties so that learning outcomes are low (underachiever). This study uses a qualitative descriptive approach to the interpretive-constructivist model. The research subjects were 2 elementary school students who had high IQ but had low learning outcomes under the Minimum Completeness Standard (MCS). Data collection techniques through interviews, observation and documentation. The results showed that the factors causing the underachiever were: burdening with the characteristics of not caring about learning and the inability to do learning assignments and a family environment with caring but possessive parents 'attitudes and parents who were more concerned with learning than facilitating students' potential.

ANAK UNDERACHIEVER: ANALISIS FAKTOR-FAKTOR PENYEBABNYA

This study aims to determine the factors that cause high IQ students who experience learning difficulties so that learning outcomes are low (underachiever). This study uses a qualitative descriptive approach to the interpretive-constructivist model. The research subjects were 2 elementary school students who had high IQ but had low learning outcomes under the Minimum Completeness Standard (MCS). Data collection techniques through interviews, observation and documentation. The results showed that the factors causing the underachiever were: burdening with the characteristics of not caring about learning and the inability to do learning assignments and a family environment with caring but possessive parents 'attitudes and parents who were more concerned with learning than facilitating students' potential.

El papel del profesor en el desarrollo de habilidades cognitivas complejas en personas jóvenes

This article provides a rationale and practical set of guidelines for enrichment clusters, a program that supports a different brand of learning from the deductive and prescriptive approach that dominates activities in so many of today’s classrooms. Enrichment clusters are interest-based and student-centric, and provide a space for inductive, investigative high-end learning that can fit into any school program. This article describes the learning theories and goals that guided the development of enrichment clusters and describes in detail the meaning of highend learning and real problems. Also discussed are results from studies of Enrichment Cluster implementations regarding the specific learning outcomes that students demonstrated and teachers ob- served, which include: problem finding and fo- cusing, determining the relevance and bias of found information, planning and sequencing, metacognition, argumentation, problem solving, communication, collaboration, and evaluating data for patterns and discrepancies. This approach has been adopted in thousands of schools around the world and it seeks to develop gifted behaviours in larger numbers of students than most programs that focus only on high IQ students.

Are high-IQ students more at risk of school failure?

While it is well-established that intelligence tests positively predict academic achievement, there remain widespread beliefs that gifted students experience difficulties at school and are particularly at risk of school failure. Many studies have provided evidence to the contrary, however few were based on representative population samples. This paper intended to assess whether prior results on the academic success of gifted children could be generalized to a large sample from the general French population. We analyzed a database of French middle school students (N = 30,489), including scores in a fluid intelligence test in grade 6 and a variety of school performance measures in grade 9 (results at a national exam, teachers' grades, academic orientation in high school). In addition, self-efficacy and motivation were assessed. Our results replicate and extend previous findings: high-IQ students scored much better on all academic performance measures, which was corroborated by higher levels of motivation and self-efficacy. Consistently with the previous literature, there was a robust positive relationship between fluid intelligence in grade 6 and academic performance in grade 9 in the whole sample, which was also observed within high-IQ students. Exploratory analyses revealed that IQ moderated the association between social background and children's achievement, such that the positive link between parental education and achievement levelled off for high-IQ children. The positive association between high-IQ and achievement was similar for boys and girls.

The role of IQ in the use of cognitive strategies to learn information from a map

The role of IQ in individual differences in real-life problem solving and strategies use was explored. Repeated trials of learning and recall of information from a map were analyzed with high IQ and average IQ Korean students. IQ correlated with the selection and use of strategies in recall. However, the performance and strategic behaviors of low-recall high IQ students and high-recall average IQ students cautions the overgeneralization of the advantage of high IQ in the selection and use of cognitive and metacognitive strategies. The individual's mind set about learning and domain-specific ability needs to be considered as compensatory mechanisms to explain the relationship between IQ and strategies use.

Focus on the Psychosocial Dimensions of Talent Development: An Important Potential Role for Consultee-Centered Consultants

The American Psychological Association's Center for Gifted Education Policy (CGEP) reviewed the literature on current talent development models and conducted research on music conservatory students, high IQ students, and science-talented students as sources for a new developmental model called scholarly productivity/artistry (SP/A).The third stage of the SP/A model, where psychosocial dimensions of talent development play the most prominent role, serves as the framework for adolescent summer programs offered by CGEP. The authors argue that the psychosocial dimensions of talent development make gifted children and adolescents a promising population for consulting psychology.

Reliability and Validity of Learning Behaviors Scale (LBS) Scores With Academically Talented Students: A Comparative Perspective

In this study, teacher ratings of academically talented (AT) students on the Learning Behaviors Scale (LBS) were examined for evidence of reliability and validity in two cohorts attending a summer program. The LBS is a 29-item rating scale assessing learning behaviors related to academic success. Cohort 1 consisted of 387 students and Cohort 2 consisted of 287 students. The AT students’ scores were similar to scores of gifted and talented and high-IQ students in the normative sample, and reliability estimates of participants’ scores were in the moderate to high range. The scores resulted in factors that were similar to those found in the normative sample, and coefficients of congruence were greater than .85 for two LBS factors across samples. LBS scores predicted achievement after controlling for previous achievement and socioeconomic status. Future research should examine LBS scores in public school settings with identified and referred students.

A Comparative Study of Creativity and Cognitive Problem-Solving Strategies of High-IQ and Average Students

This study assessed the creative thinking abilities of high-IQ and average students on fluency, flexibility, originality, and elaboration. Seventeen high-IQ fifth and sixth graders and 20 average fifth and sixth graders were given 4 batteries of Torrance’s Verbal and Figural Tests (A and B) as pretests and posttests and three Future Problem Solving tasks to assess their creative thinking and problem-solving skills. A significant interaction between performance and IQ over time was demonstrated for verbal fluency. The high-IQ students scored low and finished higher over time. The average students scored high on the pretest, but dropped over time. The interaction for figural elaboration indicated little difference between the groups at pretest, but there was an increase for the average students and a decrease for the high-IQ students at posttest. Variability in performances of both high-IQ and average students suggests the need for training in creative thinking skills.

Fraction calculation—A didactic approach to constructing mathematical networks

Two groups totalling 76 sixth graders (two classes, 38 students each) were trained in fraction calculation by their teachers. The treatment group was trained by means of PT (progressive transformation) didactics, based on semantic memory theory and developed in close cooperation with the math teachers. The main goal was to induce a special disposition in the students' mathematical thinking while dealing with fractions. The control group was taught within a traditional math education framework. Training in the treatment group always started with a well-understood base problem that was then progressively transformed (PT didactics), having the students focus primarily on relational aspects between the elements and the operations of the series of transformed problems, thereby leading them to construct network-type knowledge representations. PT didactics was supposed to foster conceptual mathematical thinking such that the treatment group should be superior in dealing with fraction problems that require more than mere algorithmic operations. The data supported the hypothesis. Further support for network-type knowledge representation stems from extensive thinking-aloud tests with a subsample of the two groups. Moreover, PT didactics led high-IQ students to exploit their intellectual potential to a greater degree in conceptual problem solving than low-IQ students. This was not the case with mere procedural fraction problems.

Impulsivity, Reflectivity, and High IQ

The Matching Familiar Figures (MFF) test, a measure of the reflection-impulsivity construct, was used to determine whether 52 high IQ students (mean age 16, mean PM IQ 120) could be described as slow and accurate or fast and accurate. No significant differences in mean IQ were found among fast accurates, slow accurates (reflectives), fast inaccurates (impulsives), and slow inaccurates The reflectivity-distinction may not be useful for high IQ individuals. It may be better to learn to discriminate what speeds is appropriate while giving priority to accuracy.

Children's learning and transfer of inductive reasoning rules: studies of proximal development.

An initial study examined the relation between current developmental levels, as estimated by IQ, and proximal levels of development, as estimated by the efficiency of learning and transfer in assisted contexts. 8-11-year-old children learned to solve letter series completion problems with the aid of graduated sequences of prompts. Maintenance and transfer were later assessed using similar prompting procedures. Both IQ and age effects were found. Average-IQ (and younger) children required more assistance than high-IQ (and older) children to achieve the same mastery level on the original problem types. In addition to this difference in learning efficiency, average-versus high-IQ students, and younger versus older children, subsequently diverged in the number of prompts they needed as the transfer problems differed increasingly from the ones originally learned. In a second study, amount of assistance required in learning was found to be quite stable across moderately related tasks (letter series and progressive matrices). Assistance needed in maintenance and transfer appeared less stable but was also significantly correlated across tasks. Theoretical and clinical implications are discussed.

A Follow-up of Subjects Scoring above 180 IQ in Terman's “Genetic Studies of Genius”

Although there are numerous studies of gifted students, there have been no studies following up the very high IQ students into adulthood. Using the Terman files, 26 subjects with scores above 180 IQ were compared with 26 randomly selected subjects from Terman's sample. Findings were generally that the extra IQ points made little difference and that extremely high IQ does not seem to indicate “genius” in the commonly understood sense of the word.

A naturalistic study of school children's private speech in an academic problem-solving task

Private speech emitted by 25 first-grade children during an academic problem-solving task was investigated. Each child was videotaped twice while individually completing both a hard and an easy version of a fill-in-the-blank sentence reading and writing assignment and while wearing a wireless microphone. The coding system developed for this study coded speech by function, temporal order in relation to the motor act of writing, and to whose behavior the speech referred. Coded speech was correlated with standardized measures of cognitive ability. Although the pre-ponderance of speech occurred prior to the motor act associated with it, few self-instructional strategies were used. Lower IQ children, who were also less successful in the tasks, employed the same number of self-instructions as high IQ students. The only form of self-instruction used more frequently by high IQ children was phonetic reading, a directly trained strategy. These findings question the efficacy of self-instructional training for this type of task.

The Use of Notated Examples in Fifth-Grade Music Appreciation Classes

Is THE USE of notated examples with fifthgrade students more effective in increasing the student's ability to recognize musical themes aurally than is a presentation without the use of notated examples? For many years book and record albums devoted to music appreciation have printed notated examples of themes. More recently, record albums designed for elementary schools have also included large strips of notated themes for class use. Cahn's study of problems in teaching music appreciation advocates the use of devices which present musical concepts by relating them to sensory experiences such as sight, shape and movement.' A study similar to the one presented here was conducted by Smith using 101 college students as subjects.2 He concluded that there was a significant difference in ability to recognize themes when notated examples had been used in the presentation. This difference remained whether it was tested immediately following the presentation or at later intervals. The ability to read notation appeared to have no significance. While musical aptitude seemed to increase the value of the examples, they remained significantly valuable to all. No attempt was made in the earlier study to discover any relationship between IQ and the value of the examples. Neely's study found a positive relationship between IQ and the ability to notate rhythmic patterns.3 He also found that high-IQ students made more improvement on achievement tests. There has been some disagreement on the relation-

Relationship of sex, grade level, and locale to performance of high IQ students on divergent thinking tests.

Relationship of sex, grade level, and locale to performance of high IQ students on divergent thinking tests.