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Abstract
The main purpose of the study was to characterize gender patterns regarding ways of thinking and learning among 242 fifth- and sixth-grade young gifted students in Israel. A written questionnaire was developed to assess ways of thinking as either connected (empathic) or separate (critical, detached). Findings showed that boys consistently rated separate knowing (SK) statements higher than girls, whereas girls showed a slight but not significant difference favoring connected knowing (CK) statements. Psychometric validation of the questionnaire showed that it measured stable, individual differences in ways of knowing and indicated that young gifted children exhibit gender patterns in their attitudes toward learning and knowledge similar to patterns found in the nongifted adult population. Gender differences were also found between different programs for the gifted (self-contained class versus pull-out program).
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Judy Kohan-Mass
Judy Kohan-Mass is a faculty member of the Education Department of the College for Academic Studies in Or Yehuda and a teaching fellow at the Hebrew University’s Department of Teacher Training in Jerusalem. She earned her PhD from the Hebrew University of Jerusalem on gender differences in cognitive performance of gifted children and completed her postdoctorate at Haifa University, studying gifted girls in single-sex math classes. Her main research interests include individual differences and gender differences in the cognitive processes involved in learning and thinking in general and in gifted children in particular. She also serves on numerous public and private committees on education as an expert on thinking-based learning. Recently, her interest focuses on neuro-education. E-mail: [email protected],