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Specific and diversive curiosity in gifted elementary students.
Percept Mot Skills. 1992 Oct; 75(2):463-6.PM

Abstract

Twenty-nine gifted students in Grades 2 to 6 from the small school districts in north central Kansas completed the Maze test and the Which-to-Discuss test. Background information such as age, sex, grade, and marital status of parents was also collected. There were no significant differences between boys and girls or for students from divorced and nondivorced parents on either the Which-to-Discuss test (specific curiosity) or the Maze test scores (diversive curiosity). The students scored significantly higher on the former test than chance guessing which suggests the students were displaying specific curiosity. Scores of these gifted students on these two tests of curiosity were significantly and positively correlated.

Authors+Show Affiliations

North Central Kansas Special Education Coop, Natoma.No affiliation info available

Pub Type(s)

Journal Article

Language

eng

PubMed ID

1408608

Citation

Johnson, L, and J Beer. "Specific and Diversive Curiosity in Gifted Elementary Students." Perceptual and Motor Skills, vol. 75, no. 2, 1992, pp. 463-6.
Johnson L, Beer J. Specific and diversive curiosity in gifted elementary students. Percept Mot Skills. 1992;75(2):463-6.
Johnson, L., & Beer, J. (1992). Specific and diversive curiosity in gifted elementary students. Perceptual and Motor Skills, 75(2), 463-6.
Johnson L, Beer J. Specific and Diversive Curiosity in Gifted Elementary Students. Percept Mot Skills. 1992;75(2):463-6. PubMed PMID: 1408608.
* Article titles in AMA citation format should be in sentence-case
TY - JOUR T1 - Specific and diversive curiosity in gifted elementary students. AU - Johnson,L, AU - Beer,J, PY - 1992/10/1/pubmed PY - 1992/10/1/medline PY - 1992/10/1/entrez SP - 463 EP - 6 JF - Perceptual and motor skills JO - Percept Mot Skills VL - 75 IS - 2 N2 - Twenty-nine gifted students in Grades 2 to 6 from the small school districts in north central Kansas completed the Maze test and the Which-to-Discuss test. Background information such as age, sex, grade, and marital status of parents was also collected. There were no significant differences between boys and girls or for students from divorced and nondivorced parents on either the Which-to-Discuss test (specific curiosity) or the Maze test scores (diversive curiosity). The students scored significantly higher on the former test than chance guessing which suggests the students were displaying specific curiosity. Scores of these gifted students on these two tests of curiosity were significantly and positively correlated. SN - 0031-5125 UR - https://www.unboundmedicine.com/medline/citation/1408608/Specific_and_diversive_curiosity_in_gifted_elementary_students_ L2 - https://journals.sagepub.com/doi/10.2466/pms.1992.75.2.463?url_ver=Z39.88-2003&rfr_id=ori:rid:crossref.org&rfr_dat=cr_pub=pubmed DB - PRIME DP - Unbound Medicine ER -