Cognitive Profiles of Verbally and Mathematically Precocious Students: Implications for Identification of the Gifted

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Abstract
Performance on tests of specific abilities commonly associated with intelligence was contrasted between 13-year-olds identified as extremely precocious (top 1 in 10,000) in either verbal or mathematical reasoning ability. Such students differ cognitively. Verbally precocious students scored higher on verbal and gerieral knowledge types of tests, and mathematically precocious students scored higher on tests of nonverbal reasoning, spatial ability, and memory. Results from the factor analysis of test scores (excluding memory test scores) yielded three factors: spatial/speed, verbal, and nonverbal. Mathematically talented students had higher scores on the nonverbal and speed factors; verbally talented students had higher scores on the verbal factor. Thus, at least two distinct forms of giftedness seem to exist (i.e., verbal and nonverbal). Their evolution, moreover, appeared to follow different developmental paths, consistent with Gagne (1985).