A review of several recent investigations into the nature of how gifted students learn and the conditions under which they learn most effectively indicates that gifted learners spontaneously produce more effective learning strategies than comparison groups and benefit from the use of more complex, externally provided strategies. Implications from this research for the teacher of the gifted include the use of slower presentation rates for new information, spatial organization of prose content, and teacher provided mnemonic strategies.
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Scruggs et al. (1984) studied this question.
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