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PASS Theory of Intelligence and Giftedness

  • Author / Creator
    Abougoush, Mariam H
  • The purpose of the present study was twofold: (a) to examine what PASS processes differentiate gifted children from chronological-age controls and (b) to examine what PASS processes predict reading and mathematics achievement. Twenty-six gifted children (13 females; mean age = 10 years and four 4 months, SD = .94) and 26 controls (10 females; mean age = 10 years and 7 months, SD = .94) were assessed on Cognitive Assessment System (Naglieri & Das, 1997), Broad Reading, and Broad Mathematics (Woodcock, McGrew, & Mather, 2001). Results showed that the groups differed significantly on simultaneous and successive processing. Whereas planning, simultaneous, and successive processing were unique predictors of reading, planning and simultaneous processing were unique predictors of mathematics. These findings suggest that gifted children have a more efficient information processing system that influences how fast they encode incoming information and recode existing information.

  • Subjects / Keywords
  • Graduation date
    2014-06
  • Type of Item
    Thesis
  • Degree
    Master of Education
  • DOI
    https://doi.org/10.7939/R30G3H508
  • License
    This thesis is made available by the University of Alberta Libraries with permission of the copyright owner solely for non-commercial purposes. This thesis, or any portion thereof, may not otherwise be copied or reproduced without the written consent of the copyright owner, except to the extent permitted by Canadian copyright law.
  • Language
    English
  • Institution
    University of Alberta
  • Degree level
    Master's
  • Department
    • Department of Educational Psychology
  • Specialization
    • Special Education
  • Supervisor / co-supervisor and their department(s)
    • Georgiou, George (Educational Psychology)
  • Examining committee members and their departments
    • McInnes, Alison (Educational Psychology)
    • Janzen, Troy (Educational Psychology)