Degree Type

Dissertation

Date of Award

1984

Degree Name

Doctor of Philosophy

Department

Child Development

Abstract

Twenty-one gifted (mean IQ = 143.7) 4-, 5-, and 6-year-olds were compared with a group of their average-ability, chronological-age matched children (mean IQ = 104.7) and with a group of their average-ability, mental-age matched children (mean IQ = 104.4) on four types of Piagetian spatial tasks (two- and three-dimensional rotation, paper-folding, and geometric cross-sections). Spatial tasks were selected to reflect Piagetian stage characteristics, so that Piagetian stage development could be assessed. The gifted children and their mental-age matches were found to perform significantly better than the chronological age-match group on the tasks involving the imagined cross-sections of geometric forms, as well as on the spatial instrument as a whole. No sex differences in spatial performance were found, nor were there significant differences on any tasks between the gifted children and their mental-age matches. Evidence for a state-like development of spatial problem-solving was found for the three-dimensional rotation task, and for the spatial instrument as a whole. Educational implications were discussed.

DOI

https://doi.org/10.31274/rtd-180813-5202

Publisher

Digital Repository @ Iowa State University, http://lib.dr.iastate.edu/

Copyright Owner

Elizabeth Edson Block

Language

en

Proquest ID

AAI8423693

File Format

application/pdf

File Size

105 pages

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