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The Journal of Early Adolescence
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Domain Specificity and Habits of Mind

An Investigation of Patterns of High-Level Development

Dona J. Matthews

Ontario Institute for Studies in Education

Daniel P. Keating

Ontario Institute for Studies in Education

A study of diversity in high-level competence was conducted with 122 students identified as academically gifted, in Grades 6, 7, and 8. Data collection involved psychological self-report measures, as well as nine high-ceiling assessments in three domains of functioning. The results of data analyses were inconsistent with a linear single-scale model of intelligence (e.g., intelligence quotient), but supported the efficacy of a three factor solution: Linguistic, Logical-Mathematical and Social. Further, the data indicated that specialization and generalization develop in tension with each other, yielding coherent patterns of competence and personality, consistent with a model that views competence as arising from developmental histories that may be captured as habits of mind. Recommendations were made pertaining to education, most particularly taking diversity in patterns of high-level development into account, and considering the Social domain an important domain of intellectual growth at early adolescence.

The Journal of Early Adolescence, Vol. 15, No. 3, 319-343 (1995)
DOI: 10.1177/0272431695015003003
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Home page
 Gifted Child QuarterlyHome page
D. J. Matthews and J. F. Foster
A Dynamic Scaffolding Model of Teacher Development: The Gifted Education Consultant as Catalyst for Change
Gifted Child Quarterly, July 1, 2005; 49(3): 222 - 230.
[Abstract] [PDF]