Neuroscience has advanced our understanding of the neurological basis of reading disability (RD). Yet, no functional imaging work has been reported on the twice-exceptional dyslexic: individuals exhibiting both non-verbal-giftedness and RD. We compared groups of reading-disabled (RD), non-verbally-gifted (G), non-verbally-gifted-RD (GRD), and control (C) adults on validated word-rhyming and spa...

OBJECTIVE In this study, different kinds of memory were evaluated using Rey Auditory Verbal Learning (RAVLT) test and were compared between two groups of typical and gifted students using Digit Span test. Finally, we determined if working memory interfered with scores in different Rey stages or not. MATERIAL & METHODS This study was conducted in Tehran City, Iran in 2013. Scores on RAVLT were...

This study takes a second look at the “big-Wsh-little-pond eVect” (BFLPE) on a national sample of 769 gifted Israeli students (32% female) previously investigated by Zeidner and Schleyer (Zeidner, M., & Schleyer, E. J., (1999a). The big-Wsh-little-pond eVect for academic self-concept, test anxiety, and school grades in gifted children. Contemporary Educational Psychology, 24, 305–329). The rean...

As enhanced fronto-parietal network has been suggested to support reasoning ability of math-gifted adolescents, the main goal of this EEG source analysis is to investigate the temporal binding of the gamma-band (30-60 Hz) synchronization between frontal and parietal cortices in adolescents with exceptional mathematical ability, including the functional connectivity of gamma neurocognitive netwo...

Observation competence plays a fundamental role in outdoor scientific investigation. The computerized concept mapping technique as a Mindtool has shown the potential for enhancing meaningful learning in science education. The purposes of the present study are to develop a concept map integrated mobile learning design for ecology observation and to examine the implementation effect for elementar...

This study assessed strategy choice and information-processing differences in gifted, normal, and mathematically disabled thirdor fourth-grade children. Fourteen gifted, 12 normal, and t 5 math disabled (MD) children solved 40 simple addition problems. Strategies, and their solution times, used in problem solving were recorded on a trial-by-trial basis, and each was classified in accordance wit...

Most mathematical cognition research has focused on understanding normal adult function and child development as well as mildly and moderately impaired mathematical skill, often labeled developmental dyscalculia and/or mathematical learning disability. In contrast, much less research is available on cognitive and neural correlates of gifted/excellent mathematical knowledge in adults and childre...