The effects of gender, ability, and grade on analogy performance

Jonna Marie Kulikowich, Patricia A. Alexander

Research output: Contribution to journalArticle

9 Citations (Scopus)

Abstract

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.

Original languageEnglish (US)
Pages (from-to)364-377
Number of pages14
JournalContemporary Educational Psychology
Volume15
Issue number4
DOIs
StatePublished - Jan 1 1990

Fingerprint

biology
gender
ability
Students
knowledge
performance
student
school grade
instruction
school

All Science Journal Classification (ASJC) codes

  • Education
  • Developmental and Educational Psychology

Cite this

@article{eabc8857576a4d35bd0278928f1ef61d,
title = "The effects of gender, ability, and grade on analogy performance",
abstract = "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.",
author = "Kulikowich, {Jonna Marie} and Alexander, {Patricia A.}",
year = "1990",
month = "1",
day = "1",
doi = "10.1016/0361-476X(90)90031-U",
language = "English (US)",
volume = "15",
pages = "364--377",
journal = "Contemporary Educational Psychology",
issn = "0361-476X",
publisher = "Academic Press Inc.",
number = "4",

}

The effects of gender, ability, and grade on analogy performance. / Kulikowich, Jonna Marie; Alexander, Patricia A.

In: Contemporary Educational Psychology, Vol. 15, No. 4, 01.01.1990, p. 364-377.

Research output: Contribution to journalArticle

TY - JOUR

T1 - The effects of gender, ability, and grade on analogy performance

AU - Kulikowich, Jonna Marie

AU - Alexander, Patricia A.

PY - 1990/1/1

Y1 - 1990/1/1

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.

UR - http://www.scopus.com/inward/record.url?scp=38249018606&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=38249018606&partnerID=8YFLogxK

U2 - 10.1016/0361-476X(90)90031-U

DO - 10.1016/0361-476X(90)90031-U

M3 - Article

AN - SCOPUS:38249018606

VL - 15

SP - 364

EP - 377

JO - Contemporary Educational Psychology

JF - Contemporary Educational Psychology

SN - 0361-476X

IS - 4

ER -