Open AccessDifference in cognitive styles between gifted and ordinary people in a sample From high school students in Al-Ahsa
Author(s) -
نورة أحمد الخليفة نورة أحمد الخليفة
Publication year - 2020
Publication title -
maǧalaẗ ǧameʼaẗ al-malīk abdul aziz. al-adab wa al-uʼlum al-īnsaniaẗ
Language(s) - English
Resource type - Journals
ISSN - 1319-0989
DOI - 10.4197/art.28-13.9
Subject(s) - psychology , cognitive style , statistical significance , test (biology) , gifted education , mathematics education , independence (probability theory) , significant difference , cognition , developmental psychology , mathematics , statistics , paleontology , neuroscience , biology
the main objective of this study is to identify the differences in cognitive styles (independence, dependence, reflective and impulsive styles) between the gifted and average males/females secondary students level applying the different gender as a variable. In this study, the researcher followed the comparative descriptive approach on a sample that contains 110 males/females secondary students: 20 males gifted secondary students, 30 females gifted secondary students (both the gifted males and females students have passed the test of the Saudi Arabia national project to discover the gifted students), 30 average males secondary students and 30 average females secondary students, they have been selected by a simple randomized method. Then the researcher used two tools: Embedded Figures Test EFT (Group figures) to measure the independence/dependence styles based on the conceptual field who prepared by Anwer Al-Sharqawi and Suliman Al-khudari in (1989) and measuring the reflective/impulsive verbal styles who was presented by (Aiash, 2006) after modifying the method to be applicable for this study. The results of the study has shown the following:There is a statistical difference of less than 0.05 in the dependence/independence styles between the males/females gifted students with respect to the average students to the gifted students, which means that the gifted students are more independent from the average students. There is no statistical difference between the gifted males students and gifted females students in the dependence/independence style, which means that there is no affect of the gender differences.There is a statistical difference of a level less than 0.05 in reflective/impulsive style between the male/female gifted students with respect to the average ones to the gifted students, which means that the gifted students are more patients than the normal ones.There is no statistical difference between the male gifted students and female gifted students from the reflective/impulsive style prospective, which means that there is no affect of the gender differences.The total results of this study support that there are cognitive styles differences between the gifted and average students that were discussed and given some recommendations and suggested studies linked to this study and its topic.