The Relationship of Cognitive Processes With Reading and Mathematics Achievement in Intellectually Gifted Children

The purpose of this study was to examine whether components of the Planning, Attention, Simultaneous, and Successive (PASS) processing theory of intelligence predict reading and mathematics proficiency in a group of intellectually gifted children. One hundred forty-two intellectually gifted children...

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Veröffentlicht in:	Roeper review 2020-04, Vol.42 (2), p.126-135
Hauptverfasser:	Dunn, Kristy, Georgiou, George, Das, J. P.
Format:	Artikel
Sprache:	eng
Schlagworte:	Academic achievement Achievement Tests Children Cognition & reasoning Cognitive Ability Cognitive Processes Cognitive Tests Correlation Elementary School Students Foreign Countries Gifted Gifted children Gifted education giftedness Individual Differences Intelligence Mathematics Mathematics Achievement PASS processes Planning reading Reading Achievement Reading comprehension Theories
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