Problem‐solving Subgroups as a Measure of Intellectual Giftedness

S ummary . Within a framework that views intelligence in terms of expert/novice representations, empirically derived subgroups of children were compared on problem‐solving tasks. Subgroups were determined through a hierarchical cluster analysis of “think aloud” protocols. Protocols were analysed at two levels: (a) grouping of subroutines that function as heuristic processes, and (b) grouping of subroutines that function as strategies. One subgroup was designated a prototype of gifted intelligence based on the sophistication of heuristic and strategy use. Subgroups were compared on external measures related to problem‐solving, IQ, creativity, attribution and academic achievement. No quantitative differences in external measures were found between subgroups, except that the gifted prototype differed on measures of attribution and mathematical achievement. In general, support was found for the hypothesis that problem‐solving reflects multiple cognitive routines, not all of which are measured on psychometric tasks

Attribution · Cognition · Cognitive psychology · Developmental psychology · Heuristic · Heuristics · Sophistication · Artificial Intelligence · Cognitive Abilities and Testing · Computer Science · Emotional Intelligence and Performance · Innovative Teaching and Learning Methods · Psychology · Social Psychology