General and Domain Specific Cognitive Abilities of Gifted Students with Learning Disabilities (GLD): Understanding GLD in an Integrated Model of Human Abilities
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This paper proposes a model to explain the characteristics of gifted students with learning disabilities (GLD) in terms of general and domain-specific aspects of intelligence. A three-step conceptual analysis was used to interpret literature on GLD through categorization of characteristics, comparison and evaluation of these characteristics in light of relevant intelligence theories, and integration of the characteristics into a proposed model. The model suggests that general abilities, which appear as domain-specific abilities, can be limited by weak domain memory resulting in domain-specific disability. Because of its specification of functional interrelationships between general intelligence, attention and memory, and domain-specific abilities which are uniquely divided into content and representation sub-domains, the model is a unique explanatory framework for dual exceptionality.
Abstract
This paper proposes a model to explain the characteristics of gifted students with learning disabilities (GLD) in terms of general and domain-specific aspects of intelligence. A three-step conceptual analysis was used to interpret literature on GLD through categorization of characteristics, comparison and evaluation of these characteristics in light of relevant intelligence theories, and integration of the characteristics into a proposed model. The model suggests that general abilities, which appear as domain-specific abilities, can be limited by weak domain memory resulting in domain-specific disability. Because of its specification of functional interrelationships between general intelligence, attention and memory, and domain-specific abilities which are uniquely divided into content and representation sub-domains, the model is a unique explanatory framework for dual exceptionality.
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