Maternal scaffolding of analogy and metacognition in the early pretence of gifted children.

Morrissey, Anne-Marie 2011, Maternal scaffolding of analogy and metacognition in the early pretence of gifted children., Exceptional children, vol. 77, no. 3, Spring, pp. 351-366.

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Title Maternal scaffolding of analogy and metacognition in the early pretence of gifted children.
Author(s) Morrissey, Anne-MarieORCID iD for Morrissey, Anne-Marie
Journal name Exceptional children
Volume number 77
Issue number 3
Season Spring
Start page 351
End page 366
Total pages 16
Publisher Council for Exceptional Children
Place of publication Arlington, Va.
Publication date 2011
ISSN 0014-4029
Summary This study investigated whether mothers of children assessed as having gifted/high IQ at 5 years were more likely to scaffold their children in analogical and metacognitive thinking during the infant/toddler period than mothers of children with more typical IQs. The researcher videotaped 21 children in monthly play sessions with their mothers, from the time that the children were 8 months old until they were 17 months old, and coded the mothers' verbalizations for scaffolding of analogical and metacognitive thinking. A psychologist assessed these children on the Stanford-Binet IV (Thorndike, 1986) and found ability levels ranging from average to high. Analysis showed that mothers of the children with high IQs introduced analogical and metacognitive scaffolding earlier than mothers of children with average IQs. The findings are consistent with a bidirectional model of gifted development in which mothers respond to support advanced development from infancy.

Language eng
Field of Research 170102 Developmental Psychology and Ageing
Socio Economic Objective 970117 Expanding Knowledge in Psychology and Cognitive Sciences
HERDC Research category C1.1 Refereed article in a scholarly journal
Copyright notice ©2011, Council for Exceptional Children
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Collections: Faculty of Arts and Education
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