Developmental Changes in Processing Speed: Influence of Accelerated Education for Gifted Children

Abstract

There are two major hypotheses concerning the developmental trends of processing speeds. These hypotheses explore both local and global trends. The study presented here investigates the effects of people’s different knowledge on the speed with which they are able to process information. The participants in this study are gifted children aged 9, 11, and 13 years. A total of 94 of the participants were members of gifted programs, whereas the other 93 children received standard education. They were required to finish two information-processing tasks: a Choice Reaction Time task and an Abstract Matching task. The results show that the reaction time of gifted children who received accelerated education in gifted programs was significantly faster than that of the children who received standard education at every age. These results seem to imply that the educational atmosphere in which a child is placed plays a significant role in the development of gifted children’s speed of information processing. Putting the Research to Use This study serves to demonstrate that experience and knowledge may influence the development of information processing speed. It appears that specialized education for gifted children can actually accelerate development, suggesting that selection of educational system is of particular significance, especially for gifted children. Gifted children can study more quickly than average children because they have a higher speed of information processing. The efficacy of their study results in greater transmission of knowledge, and this in turn accelerates gifted children’s information processing speed. Accelerated education can not only satisfy the cognitive need of gifted children but also serve to enhance their cognitive development. Teachers and parents have to recognize that education is very important to children’s development and address the importance of experience in gifted children’s learning. The results of the present study also suggest a need for a special education system designed for gifted children, which can be viewed as a great investment in the future.