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

Dados Bibliográficos

ID11670965
AutoresHershel D Thornburg (University of Arizona, autor correspondente), Kym Llewellyn Adey, Ernest Finnis (South Australian College of Advanced Education)
Ano1986
Volume6
Fascículo3
Páginas231-245
Data de publicação1986-09-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoThe Journal of Early Adolescence (JOURNAL)
Identificadores do periódicoISSN: 0272-4316 • E-ISSN: 1552-5449
EditoraSAGE Publishing (PUBLISHER • US)
DOI10.1177/0272431686063003
OpenAlexW2107673688
IdiomaEN
Referências citadas14

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