TY - JOUR
AU - Cohn, Sanford J.
AB - Characteristics of Gifted Students Learning Verbally Thomas E. Sanford J. Cohn Scruggs Children identified as are seen to differ from & & &dquo;gifted&dquo; (Jensen Rohwer, 1963), learning-disabled (Prewat their more with to real or blind & and age mates, respect pre- Gaines, 1974), (Paivio autistic typical Okavita, 1971), There is some & , dicted achievement. Such question concerning (Morton-Evans Hensley,1978). research, however, whether or not differ with to certain other is still in its in the area of the Dean they respect infancy gifted. (1977) however & achievement of on variables, (George, Cohn, Stanley, 1979; compared gifted (high IQ) subjects & Areas of verbal free recall and Stanley, Keating, Fox, 1974; Terman, 1925). paired-associate learning tasks with a measure of &dquo;self-esteem&dquo; and include asserted that the &dquo;self- inquiry cognition, learning, physical development, high and Some authors have esteem&dquo; showed of all psychosocial functioning. sug- group greater mastery learning that individuals learn in a manner tasks. Blake and Williams qualita- (1969) gested &dquo;gifted&dquo; compared retarded, different from while others and students’ to tively &dquo;nongifted&dquo; individuals, normal, superior (high IQ) responses have with this three different methods of disagreed perspective (see Robinson, 1977, learning trigram-numeral pairs this and found that the 
TI - Learning Characteristics of Verbally Gifted Students
JF - Gifted Child Quarterly
DO - 10.1177/001698628302700405
DA - 1983-10-01
UR - https://www.deepdyve.com/lp/sage/learning-characteristics-of-verbally-gifted-students-3CwqGV00QR
SP - 169
EP - 172
VL - 27
IS - 4
DP - DeepDyve
ER -