Metacognition Among Students Identified as Gifted or Nongifted Using the DISCOVER Assessment
AuthorLeader, Wendy Shaub
AdvisorMaker, Carol June
Committee ChairMaker, Carol June
MetadataShow full item record
PublisherThe University of Arizona.
RightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
AbstractMetacognition is an umbrella term that encompasses many related constructs about the knowledge and regulation of one's own thinking processes. Metacognitive knowledge about memory and attention has been found to correlate with intelligence levels and has been viewed as one component of giftedness. In this paper, definitions of both metacognition and giftedness are explained and situated in context so that the relationship between the two may be explored further. I also describe traditional and nontraditional methods of identifying children as gifted. While previous studies of metacognitive differences between gifted and nongifted children have been based on students traditionally identified as gifted, my study employed a non-traditional identification method, the DISCOVER assessment. In the study, I examine metacognitive knowledge about three elements: memory, attention, and decision making, in gifted and nongifted second-graders through an interview. The two main purposes of the study were to explore metacognitive knowledge about decision making, which had not been studied previously, and to see if varying the method of identification for giftedness would affect the metacognitive advantage for gifted children found in prior studies. No significant differences were found among the types of metacognitive knowledge studied. Statistically significant differences were found between the scores of gifted and nongifted children, with gifted children demonstrating greater ability to articulate their metacognitive knowledge. A qualitative discussion of students' responses illustrates areas in which the two groups of children differed in their understanding of their own thinking.
Degree ProgramSpecial Education & Rehabilitation