title: Learning styles of gifted adolescents with in-school versus out-of-school accomplishments in literature.
abstract: The learning styles of two groups of adolescents gifted in literature, one composed of subjects with high grade point averages in school in literature (n = 232) and one of subjects who had high scores on talented out-of-school accomplishments in literature (n = 192), were compared. Six of the 22 elements measured by the Learning Styles Inventory distinguished between the two groups. The out-of-school gifted group preferred to work with peers and felt comfortable learning in a variety of different ways. They tended to be less visual and more auditory learners and expressed a greater preference to learn by experiential or hands-on activities than the in-school gifted group. The implications for teaching and counseling gifted learners, differently defined, are discussed.
authors.affiliation: Department of Counseling and Educational Psychology, University of Nevada, Las Vegas 89154-3003.
authors.forename: E
authors.initials: E
authors.lastname: Hong
authors.forename: P G
authors.initials: PG
authors.lastname: Perkins
authors.forename: R M
authors.initials: RM
authors.lastname: Milgram
mesh_terms: D000293:Adolescent; D001076:Aptitude; D002648:Child; D002672:Child, Gifted / Q000523:psychology*; D004522:Educational Status; D005260:Female; D006801:Humans; D007206:Individuality; D008091:Literature; D008297:Male; D010553:Personality Development; D012931:Social Environment