ENHANCED PROBLEM TRANSLATION AND SHORT-TERM-MEMORY - COMPONENTS OF MATHEMATICAL TALENT

The performance of mathematically talented 12- and 13-year-olds on various cognitive tasks was compared with that of average-ability youth, verbally talented youth, and college students. In Experiment 1, the hypothesis that mathematical talent includes enhanced problem-translation skills was supported: The mathematically talented students were better than other groups at writing equations expressing complex relationships. Although the mathematically talented group outperformed their average-ability peers, they were no better than the verbally talented group or the college students in rewriting and recalling the propositions in an algebra story problem. In Experiment 2, the hypothesis that mathematical talent includes enhanced ability to represent and manipulate information in short-term memory was strongly supported: the mathematically talented youth outperformed the other youth and, in most cases, performed as well as or better than the college students.