title: Learning style, repeated stimuli, and originality in intellectually gifted adolescents.
abstract: This study assessed differences in originality between groups with different learning styles as a function of repeated presentations of stimuli. Subjects were 104 gifted adolescents who were administered a measure of originality (Thinking Creatively with Sounds and Words) and Your Style of Learning and Thinking, a measure of learning style. Analysis indicated significant differences in originality for learning styles, for sounds, for presentations, and a significant interaction of sounds and presentations.
authors.forename: W G
authors.initials: WG
authors.lastname: Masten
mesh_terms: D000293:Adolescent; D001288:Attention; D002672:Child, Gifted / Q000523:psychology*; D003405:Creativity; D004292:Dominance, Cerebral; D005260:Female; D006801:Humans; D007360:Intelligence; D008297:Male; D000297:Psychology, Adolescent; D013850:Thinking