Maximizing What Gifted Students Can Learn: Recent Findings of Learning Strategy Research

Abstract

Recent findings suggest that gifted learners spontaneously employ more elaborate and effective learning strategies than do their age peers. When presented with externally provided learning strategies, however, the learning of gifted students can dramatically increase. Of particular interest is the "keyword" mnemonic strategy which has recently been seen to provide substantial increases in learning for gifted learners. Implications for teaching and programming are presented.