Abstract
A group of 32 gifted boys and girls was compared with a group of 32 pseudogifted boys and girls (students misdiagnosed as gifted by their teachers) on the basis of WISC subtest scores and teacher marks attained while students were in the fourth grade. Results showed no significant difference between the gifted and pseudogifted in performance on the WISC coding and arithmetic subtests. A significant difference in teacher grades favoring the gifted in the subject of English was observed; however, no significant differences were observed in other subjects. It is suggested that pseudogifted students may rely, for the most part, on memory in attaining knowledge, whereas the gifted rely not only on memory, but also on other higher cognitive processes.
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