A COMPARISON OF INTERPERSONAL SENSITIVITY BETWEEN GIFTED CHILDREN AND NORMAL CHILDREN

ALLAN CHARLES RITCHIE, Purdue University

Abstract

This study sought to investigate certain authoritative statements reported in the literature that contend that gifted children possess a superior level of interpersonal sensitivity and that they develop this superior interpersonal sensitivity at an early age. Specifically, this study was designed to determine whether significant differences existed among groups of normal 10 year old children, gifted 10 year old children, and normal 12 year old children in measured interpersonal sensitivity. Fifty-two Ss were recruited from two elementary schools located in a midwestern university community of approximately 100,000 people. Subjects were classified as: (1) normal 10 year olds, n = 15; (2) gifted 10 year olds, n = 17; or (3) normal 12 year olds, n = 20. "Normal" was defined as the 40 to 60 percentile range on the composite score of the Ss most recent Iowa Basic Skills Test. "Gifted" was defined as the 90 to 99 percentile range on the same measure. Six video vignettes and a corresponding forced choice questionnaire were developed to measure interpersonal sensitivity. Each two minute vignette depicted a lifelike interaction between either an adult and a child, two adults, or two children. The 30 item questionnaire consisted of 5 items per vignette. Correct responses for each item were determined by a panel of interpersonal experts. Each S's measured interpersonal sensitivity was considered as the total questionnaire score. Questionnaire administration teams consisting of a reader and proctors used a group format to collect the data at each school. Subjects were assigned to groups by age and availability. Each questionnaire administration consisted of Ss viewing the vignettes one at a time and responding to the corresponding items as the reader read them out loud. A one-way ANOVA conducted to test for difference among the three classifications of children revealed a significant difference. The Student Newman-Keuls (SNK) post-hoc test performed to locate the source of the difference disclosed that the 12 year old normal children were significantly different from the 10 year old normal children. The gifted children were not found to be statistically different from either of the two normal groups. Additional one-way ANOVA conducted to test for difference among the Ss in regard to relationship type also yielded significance. The corresponding SNK revealed that 12 year old normal children were statistically different from the two 10 year old groups on the child/child vignettes. Finally, a one-way ANOVA to investigate a possible gender difference did not produce significant results. The outcome of the analysis of the data suggested that interpersonal sensitivity was a developmental construct. In addition, the data appear to contradict those authoritative statements regarding the superior interpersonal sensitivity of the gifted. However, the data also implied that there existed a developmental trend that placed the 10 year old gifted children's level of interpersonal sensitivity between the two normal groups. Further research was recommended to confirm or disconfirm this implication.

Degree

Ph.D.

Subject Area

Academic guidance counseling

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