Intellectually gifted young children may demonstrate the emergence of advanced intellectual abilities during the preschool years, yet present screening instruments do not readily identify such abilities in these children. Changing conceptions of cognitive growth and intelligence from the field of cognitive and developmental psychology present alternatives for assessing young children's reasoning ability and strategy‐use when solving novel, unfamiliar problems. In this article, assessment procedures aimed at differentiating intellectually gifted young children from their nongifted peers are proposed as alternatives to traditional identification procedures.
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C. Stephen White (1985) studied this question.
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