Learning potentials of gifted students

Abstract

Research on the sources of differences in the learning potentials of gifted and nongifted students is synthesized in a dynamic model. Group differences between gifted and nongifted students are examined as well as inter‐individual differences between gifted students and intra‐individual differences within a gifted student. Three sets of factors contribute to these differences: intellectual, non‐intellectual, and environmental. Intellectual factors are further discussed in three clusters: general knowledge, information processing efficiency and metacognitive skills and knowledge. The results of studies describing the independent and interactive contributions of these factors to learning potential are described, as well as their implications for the education of gifted students.

Notes

The author would like to acknowledge the support of the Social Science and Humanities Research Council of Canada in the development of this manuscript.