A Comparison of Gifted and Nongifted Early Adolescents' Movement toward Abstract Thinking

Bibliographic Data

ID11670965
AuthorsHershel D Thornburg (University of Arizona, corresponding author), Kym Llewellyn Adey, Ernest Finnis (South Australian College of Advanced Education)
Year1986
Volume6
Issue3
Pages231-245
Publication date1986-09-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueThe Journal of Early Adolescence (JOURNAL)
Journal identifiersISSN: 0272-4316 • E-ISSN: 1552-5449
PublisherSAGE Publishing (PUBLISHER • US)
DOI10.1177/0272431686063003
OpenAlexW2107673688
LanguageEN
References cited14

This manuscript looks at factors that affect the early adolescent's progress toward abstract thinking. It is organized around theoretical ideas, research data, and strategies for learning abstract thinking. The authors analyze various theories, eventually concluding that there are no major barriers to the gradual evolution into dominant abstract thinking. This is substantiated in both nongifted and gifted populations although it was found that gifted early adolescents engage in abstract thinking earlier. The applied strategies demonstrate how early adolescents can be taught to do abstract thinking

Aesthetics · Affect (linguistics · Cognitive psychology · Developmental psychology · Mathematics education · Movement (music · Communication · Creativity in Education and Neuroscience · Education, Achievement, and Giftedness · Neuroscience, Education and Cognitive Function · Psychology