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A Study about the Logical Thinking Ability and the Metacognition of Economically Disadvantaged Gifted Students  

Lee, Mi-Soon (Korea University)
Cho, Seok-Hee (KEDI)
Lee, Hyun-Joo (Seoul National University)
Publication Information
Journal of Gifted/Talented Education / v.16, no.2, 2006 , pp. 167-191 More about this Journal
Abstract
The purpose of this study was to explore logical thinking abilities and metacognitive characteristics by student's giftedness and grade level. Furthermore, this study sought to present the practical basis for the promotion of students' abilities in self-driven learning as well as cognition. Average-ability students(n=199), economically disadvantage gifted students(n=133), and gifted students(n=111), who were sampled by two-step sampling procedures, responded the logical thinking ability test(Cho et al, 2006) and the questionnaire asking self-perception for 'metacognitive knowledge' and 'metacognitive control' abilities(Cho & Han, 2004). As the results, average-ability students showed less logical thinking abilities(in language, mathematics, and space) than gifted students. The logical thinking abilities had affected by giftedness, grade level and these interaction. And gifted students showed higher metacognitive control abilities in planning, monitoring, priority, and strategies of learning than average-ability students. However, there were no significant differences in metacognitive knowledge and metacognitive control abilities between economically disadvantaged gifted students and gifted students.
Keywords
Economically disadvantaged gifted students; Logical thinking ability; Metacognition;
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