TY - JOUR
T1 - The effects of gender, ability, and grade on analogy performance
AU - Kulikowich, Jonna M.
AU - Alexander, Patricia A.
N1 - Funding Information:
The research reported was funded by a National Academy of Education Spencer Fellowship awarded to the second author. The authors express their appreciation to Northeast Independent School District in San Antonio, Texas, for their assistance in the conduct of this research, and in particular to Carolyn Pesthy and Joan Caswell. The authors also express their gratitude to Bruce Strom, Elissa Lewis, and one anonymous reviewer for their helpful comments in revising an earlier version of this manuscript. Requests for reprints should be addressed to Dr. Jonna M. Kulikowich at Dept. of Educational Psychology, Texas A&M University, College Station, TX 77843.
PY - 1990/10
Y1 - 1990/10
N2 - We investigated the effects of domain-specific and strategic knowledge on analogy performance for 128 gifted and nongifted sixth grade and high-school students. A cognitive battery consisted of a figural analogy measure, a human biology multiple-choice test, and a human biology analogy task. On the basis of these tasks, we determined that males and females were comparable on all dependent measures, except on A:B::C:? analogy problems in which all terms were drawn from human biology. Further, gifted students consistently outperformed their nongifted peers on all cognitive tasks. There were also significant main effects for grade on all criterion measures with the exception of the addition/deletion items on the strategic knowledge test. Implications of these findings for assessment and instruction of strategic and domain-specific knowledge are offered.
AB - We investigated the effects of domain-specific and strategic knowledge on analogy performance for 128 gifted and nongifted sixth grade and high-school students. A cognitive battery consisted of a figural analogy measure, a human biology multiple-choice test, and a human biology analogy task. On the basis of these tasks, we determined that males and females were comparable on all dependent measures, except on A:B::C:? analogy problems in which all terms were drawn from human biology. Further, gifted students consistently outperformed their nongifted peers on all cognitive tasks. There were also significant main effects for grade on all criterion measures with the exception of the addition/deletion items on the strategic knowledge test. Implications of these findings for assessment and instruction of strategic and domain-specific knowledge are offered.
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U2 - 10.1016/0361-476X(90)90031-U
DO - 10.1016/0361-476X(90)90031-U
M3 - Article
AN - SCOPUS:38249018606
SN - 0361-476X
VL - 15
SP - 364
EP - 377
JO - Contemporary Educational Psychology
JF - Contemporary Educational Psychology
IS - 4
ER -