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Giftedness and Complexity in a Self-Directed Computer-Based Task

Author

Listed:
  • Eustathia Maniatis
  • Glenn F. Cartwright
  • Bruce M. Shore

Abstract

This study provides empirical support for the association of intellectual giftedness with a greater likelihood of undertaking more complex, self-directed projects and favoring the use of more complex strategies in revising these projects. Eight gifted and eight average-ability children, aged from 9 to 11 years, worked in ability-, age-, and gender-matched pairs with the original version of LOGO software and a turtle graphics computer. Gifted students used more levels of subroutines, used more steps, and made more revisions. They made fewer simple revisions and more complex ones. They also used more efficient but memory-dependent error-correcting strategies than nongifted students, notably revising after testing the whole program, rather than in small steps as they developed their projects. In practical terms, these results support the importance of increasing the complexity of curricular opportunities and materials as well as the classroom environment to meet the needs of gifted students more effectively.

Suggested Citation

  • Eustathia Maniatis & Glenn F. Cartwright & Bruce M. Shore, 1998. "Giftedness and Complexity in a Self-Directed Computer-Based Task," Gifted and Talented International, Taylor & Francis Journals, vol. 13(2), pages 83-89, September.
    • Handle: RePEc:taf:ugtixx:v:13:y:1998:i:2:p:83-89
    DOI: 10.1080/15332276.1998.11672891
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