Experiences in Historical Research and Changes in Self Evaluations of Gifted Children

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Abstract
At the beginning of a short course on how to do research, three classes of gifted, high achieving sixth graders (35 girls and 34 boys) were asked to estimate their developmental curves on height, reading speed, size of vocabulary, and curiosity and to estimate the average for their grade and sex on each of these four variables. They were then taught some of the concepts of historical research and were asked to collect data from witnesses and records and to reestimate their developmental curves and the average for their grade and sex. Self evaluations of height were initially rather accurate and did not change significantly as a result of the investigatory experience. Self evaluations of reading speed, size of vocabulary, and curiosity were initially characterized by underevaluation. Self evaluations in all three variables reflected greater accuracy and favorableness following the experience in historiography.

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