Learning Prerequisites of Gifted Children: A Closer Consideration of Working Memory

• In Event: Issues in Identification and Measurement of Student Abilities and Talent

Abstract

Herein, we focus on children’s working memory capacity as an important learning prerequisite for gifted children. Specifically, we first examined whether gifted as compared to non-gifted children have a higher working memory capacity in general as suggested by previous research. Second, and more importantly, we tested whether there is a difference regarding all or merely specific components of the working memory. Results of a study consisting of gifted and non-gifted fourth graders (N = 81) indicated that gifted children show better performance in the central executive component, but not in the other components of the working memory. Thus, learning instructions for gifted children should be particularly designed considering executive demands in order to reach optimal learning outcomes.

Authors

• Jessica Kornmann, Tuebingen University

• Ingo Zettler, Center for Educational Science and Psychology, University of Tuebingen, Tuebingen, Germany

• Peter Gerjets, Knowledge Media Research Center

• Ulrich Trautwein, Universitat Tubingen