Comparison of cognitive learning strategies of gifted students and their peers

Cognitive learning strategies are procedures applied in mental operations with new and given information. They are applied in every process in our brain during the reception of external stimuli, and during retention and learning. Cognitive learning strategies play an important role in our lives but we are frequently not acquainted with them. However, when one is aware of them and understands how they can be utilised, they can contribute to better comprehension and enhanced ability to retain any kind of information (verbal, visual, motor, audio, etc.). The use of learning strategies is affected by a wide variety of factors and the aim of the present master's thesis was to examine how giftedness affects the use of cognitive learning strategies. In the theoretical part, different types of thinking are outlined, and the concept of memory is explained – what memory is, what is the relationship of memory to learning, how memory is formed and developed, and what its role is. Some methods of retention are outlined. Memory operations are described as well as how emotions and motivation affect retention. Within the framework of learning strategies, cognitive learning strategies are explained as the main subject of the thesis. And finally, the concept of gifted students is defined in greater detail, along with the process of their identification and methods of working with them due to their special qualities. The main goal of the present master's thesis was to identify and show the differences in the use of cognitive learning strategies between gifted students and their peers who were not identified as gifted. A survey was completed, with 173 students from 4 central primary schools and 2 primary school branches. All the surveyed students were 5th year students at the time of survey. They were asked questions dealing with three areas of cognitive learning strategies utilized at their schoolwork and learning, and questions on active cooperation in classes as a factor affecting retention and learning. All students – both gifted and their peers – completed the same survey. Their responses were compared by way of a statistical analysis and are included in the empirical part of the thesis. The results of the survey have shown that no statistically significant differences existed in the use of cognitive learning strategies between gifted students and their peers. Based on the findings, pedagogical work can now be better planned to promote the use of cognitive learning strategies in a manner which will suit all students, gifted and their peers