Cognitive Modifiability, Emotional–Motivational Factors, and Behavioral Characteristics Among Gifted Versus Nongifted Children

Abstract

This study was designed to investigate the differences in cognitive modifiability, emotional–motivational factors, cognitive behavioral characteristics during dynamic assessment (DA), and openness to mediation and level of mediation among gifted versus nongifted children. One hundred forty-five 3rd-grade children in 4 groups (gifted [G], n = 41; outstanding-high [OH], n = 31; outstanding-low [OL], n = 35; and typical [T], n = 38) were given a battery of emotional–motivational tests and two DA measures: analogies subtest from the Cognitive Modifiability Battery and Rey’s (1956) Complex Figure test. Several behavioral categories were rated during DA. The G and OH groups were found to be similar on variables of cognitive modifiability and behavioral characteristics, and both were higher than the OL and T groups. The OH group was consistently higher than the G group on emotional–motivational factors. Discriminant function analysis showed that all variables significantly differentiated the four groups. The OH group was similar to the G group on cognitive modifiability but higher on emotional–motivational and cognitive behavioral characteristics. The data raised questions about the conventional procedures of selection of gifted children for enrichment programs.