The Effect of Special versus Regular Classroom Programming on Higher Cognitive Processes of Intermediate Elementary Aged Gifted and Average Ability Students
Restricted accessResearch articleFirst published online July, 1992
The Effect of Special versus Regular Classroom Programming on Higher Cognitive Processes of Intermediate Elementary Aged Gifted and Average Ability Students
Gifted and regular students in a special treatment school (school-wide enrichment, K-12; resource room grades 3–5 on problem solving/problem finding) were compared to gifted and regular students from a comparison (nontreatment) school on the Ross Test of Higher Cognitive Processes. The test was administered at the beginning (pretest) and end (posttest) of the school year. An analysis of covariance using the pretest as the covariate revealed that gifted students involved in special treatment programs made significant gains when compared to average ability students receiving special program treatment, as well as gifted and average ability students attending a regular school receiving no special treatment. It appears that special programming may have an effect on improving higher cognitive process functioning in gifted students, as measured by the Ross test.
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