{"id":6286,"date":"2026-06-16T12:45:20","date_gmt":"2026-06-16T09:45:20","guid":{"rendered":"https:\/\/range.haifa.ac.il\/?p=6286"},"modified":"2026-07-23T11:09:13","modified_gmt":"2026-07-23T08:09:13","slug":"excellence-giftedness-and-neurocognition","status":"publish","type":"post","link":"https:\/\/range.haifa.ac.il\/en\/excellence-giftedness-and-neurocognition\/","title":{"rendered":"Students: Excellence, Giftedness, and Neurocognition"},"content":{"rendered":"\t\t<div data-elementor-type=\"wp-post\" data-elementor-id=\"6286\" class=\"elementor elementor-6286 elementor-6285\" data-elementor-post-type=\"post\">\n\t\t\t\t<div class=\"elementor-element elementor-element-166457f e-flex e-con-boxed e-con e-parent\" data-id=\"166457f\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t\t<div class=\"e-con-inner\">\n\t\t<div class=\"elementor-element elementor-element-41ecf05 e-con-full e-flex e-con e-child\" data-id=\"41ecf05\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t<div class=\"elementor-element elementor-element-4ea65e6 elementor-widget elementor-widget-text-editor\" data-id=\"4ea65e6\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p style=\"font-size: 12px;\"><a href=\"https:\/\/range.haifa.ac.il\/en\/\"><span style=\"text-decoration: underline;\">Home<\/span><\/a> \\(\\blacktriangleright\\) <a href=\"https:\/\/range.haifa.ac.il\/en\/studies-and-publications-overview \"><span style=\"text-decoration: underline;\">Studies and Publications<\/span><\/a> \\(\\blacktriangleright\\) Students: Excellence, Giftedness, and Neurocognition<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-bac1020 elementor-widget elementor-widget-heading\" data-id=\"bac1020\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"heading.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t<h1 class=\"elementor-heading-title elementor-size-default\">Students: Excellence, Giftedness, and Neurocognition<\/h1>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t<div class=\"elementor-element elementor-element-da32cfe e-flex e-con-boxed e-con e-parent\" data-id=\"da32cfe\" data-element_type=\"container\" data-e-type=\"container\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t<div class=\"e-con-inner\">\n\t\t<div class=\"elementor-element elementor-element-3e17c43 e-con-full e-flex e-con e-child\" data-id=\"3e17c43\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t<div class=\"elementor-element elementor-element-4cd0878 elementor-widget elementor-widget-button\" data-id=\"4cd0878\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"button.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-button-wrapper\">\n\t\t\t\t\t<a class=\"elementor-button elementor-button-link elementor-size-sm\" href=\"#excl\">\n\t\t\t\t\t\t<span class=\"elementor-button-content-wrapper\">\n\t\t\t\t\t\t\t\t\t<span class=\"elementor-button-text\">Excellence and Giftedness<\/span>\n\t\t\t\t\t<\/span>\n\t\t\t\t\t<\/a>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-16e0a3f elementor-widget elementor-widget-button\" data-id=\"16e0a3f\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"button.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-button-wrapper\">\n\t\t\t\t\t<a class=\"elementor-button elementor-button-link elementor-size-sm\" href=\"#neuro_cog\">\n\t\t\t\t\t\t<span class=\"elementor-button-content-wrapper\">\n\t\t\t\t\t\t\t\t\t<span class=\"elementor-button-text\">Neurocognition<\/span>\n\t\t\t\t\t<\/span>\n\t\t\t\t\t<\/a>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-a52f3cb elementor-widget elementor-widget-button\" data-id=\"a52f3cb\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"button.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-button-wrapper\">\n\t\t\t\t\t<a class=\"elementor-button elementor-button-link elementor-size-sm\" href=\"#pract\">\n\t\t\t\t\t\t<span class=\"elementor-button-content-wrapper\">\n\t\t\t\t\t\t\t\t\t<span class=\"elementor-button-text\">Practice<\/span>\n\t\t\t\t\t<\/span>\n\t\t\t\t\t<\/a>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t<div class=\"elementor-element elementor-element-ef541ff e-con-full e-flex e-con e-child\" data-id=\"ef541ff\" data-element_type=\"container\" data-e-type=\"container\" id=\"excl\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t<div class=\"elementor-element elementor-element-42f063a e-con-full e-flex e-con e-child\" data-id=\"42f063a\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t<div class=\"elementor-element elementor-element-905cfa7 elementor-widget elementor-widget-text-editor\" data-id=\"905cfa7\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<h2>Conceptual and Methodological Distinction<\/h2><p>Research at Range Center distinguishes conceptually and methodologically between General Giftedness (G) and Mathematical Excellence (EM).<\/p><p>Multidimensional studies emphasize that these are essentially different cognitive traits, which differentially affect information processing and problem-solving (Leikin et al., 2013, 2017; Paz-Baruch et al., 2022).<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t<div class=\"elementor-element elementor-element-85d55e5 e-con-full e-flex e-con e-child\" data-id=\"85d55e5\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t<div class=\"elementor-element elementor-element-0e3190b e-con-full e-flex e-con e-child\" data-id=\"0e3190b\" data-element_type=\"container\" data-e-type=\"container\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t<div class=\"elementor-element elementor-element-68a6ea4 e-con-full e-flex e-con e-child\" data-id=\"68a6ea4\" data-element_type=\"container\" data-e-type=\"container\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t<div class=\"elementor-element elementor-element-8366ea5 elementor-widget elementor-widget-text-editor\" data-id=\"8366ea5\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<h3>\ud83e\uddd8 General Giftedness (G)<\/h3><ul><li>High reasoning abilities<\/li><li>Developed phonological working memory<\/li><li>Intuitive insight problem-solving (&#8220;Aha!&#8221; moment)<\/li><li>Reduced mastery of standard school content<\/li><\/ul><p>(Leikin et al., 2013, 2016; Waisman et al., 2025)<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t<div class=\"elementor-element elementor-element-1198503 e-con-full e-flex e-con e-child\" data-id=\"1198503\" data-element_type=\"container\" data-e-type=\"container\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t<div class=\"elementor-element elementor-element-ad72e3b elementor-widget elementor-widget-text-editor\" data-id=\"ad72e3b\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<h3>\ud83d\udcd0 Mathematical Excellence (EM)<\/h3><ul><li>Deep mastery of school content<\/li><li>High automation of arithmetic operations<\/li><li>Visual-spatial memory and processing<\/li><li>Pattern recognition<\/li><li>Predicts success in knowledge and automation tasks (solving institutional learning problems)<\/li><\/ul><p>(Leikin et al., 2013, 2018; Paz-Baruch et al., 2022)<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t<div class=\"elementor-element elementor-element-857fe9e e-con-full e-flex e-con e-child\" data-id=\"857fe9e\" data-element_type=\"container\" data-e-type=\"container\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t<div class=\"elementor-element elementor-element-d374680 elementor-widget elementor-widget-heading\" data-id=\"d374680\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"heading.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t<h3 class=\"elementor-heading-title elementor-size-default\">Comparison of Estimated Cognitive Profile<\/h3>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-48bea1f elementor-widget elementor-widget-html\" data-id=\"48bea1f\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"html.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t<style>\r\n    .radar-wrapper { font-family: sans-serif; direction: ltr; max-width: 500px; margin: 0 auto; text-align: center; }\r\n    .radar-controls { display: flex; justify-content: center; gap: 10px; margin-bottom: 20px; }\r\n    .radar-btn { padding: 8px 16px; border: 1px solid #ddd; background: #f9fafb; cursor: pointer; border-radius: 6px; font-weight: 600; transition: all 0.2s; }\r\n    .radar-btn.active { background: #3b82f6; color: white; border-color: #3b82f6; }\r\n 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onclick=\"updateChart('EM')\">Mathematical Excellence (EM)<\/button>\r\n    <\/div>\r\n    \r\n    <svg viewBox=\"0 0 400 400\" class=\"chart-svg\">\r\n        <!-- Grid -->\r\n        <g class=\"grid-line\">\r\n            <polygon points=\"200,60 325,150 275,300 125,300 75,150\" \/>\r\n            <polygon points=\"200,100 290,165 255,270 145,270 110,165\" \/>\r\n            <polygon points=\"200,140 255,180 235,240 165,240 145,180\" \/>\r\n            <line x1=\"200\" y1=\"60\" x2=\"200\" y2=\"240\" \/>\r\n            <line x1=\"200\" y1=\"200\" x2=\"325\" y2=\"150\" \/>\r\n            <line x1=\"200\" y1=\"200\" x2=\"275\" y2=\"300\" \/>\r\n            <line x1=\"200\" y1=\"200\" x2=\"125\" y2=\"300\" \/>\r\n            <line x1=\"200\" y1=\"200\" x2=\"75\" y2=\"150\" \/>\r\n        <\/g>\r\n        \r\n        <text x=\"200\" y=\"45\" class=\"label-text\" text-anchor=\"middle\">Inference ability<\/text>\r\n        \r\n        <text x=\"330\" y=\"145\" class=\"label-text\" 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It has been found that gifted students who excel in mathematics demonstrate higher levels of creativity in open-ended tasks, but the ability to realize this potential depends on the type of task\u2014such as the use of Multiple Solution Strategy Tasks (MSTs)\u2014and the structure of the learning environment (Leikin &amp; Lev, 2013; Lev &amp; Leikin, 2016; Miller Markovitz et al., 2025).<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t<div class=\"elementor-element elementor-element-273851b e-flex e-con-boxed e-con e-parent\" data-id=\"273851b\" data-element_type=\"container\" data-e-type=\"container\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t<div class=\"e-con-inner\">\n\t\t<div class=\"elementor-element elementor-element-7629379 e-con-full e-flex e-con e-child\" data-id=\"7629379\" data-element_type=\"container\" data-e-type=\"container\" id=\"neuro_cog\">\n\t\t\t\t<div class=\"elementor-element elementor-element-700127b elementor-widget elementor-widget-heading\" data-id=\"700127b\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"heading.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t<h2 class=\"elementor-heading-title elementor-size-default\">Neurocognitive Methodology: EEG and ERP<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t<div class=\"elementor-element elementor-element-77fdbf0 e-con-full e-flex e-con e-child\" data-id=\"77fdbf0\" data-element_type=\"container\" data-e-type=\"container\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t<div class=\"elementor-element elementor-element-bda0e6b elementor-widget elementor-widget-text-editor\" data-id=\"bda0e6b\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p>The center uses advanced electro-physiological tools\u2014EEG (electroencephalography) and ERP (event-related potentials)\u2014to map brain activity in real-time. EEG provides a comprehensive picture of the electrical activity in the brain, while ERP allows for isolating specific responses to defined stimuli. These findings challenge the classical &#8220;neural efficiency&#8221; theory, as described in the boxes below (Shaul et al., 2013; Leikin et al., 2014, 2016; Waisman et al., 2023).<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t<div class=\"elementor-element elementor-element-ca1d1cf e-con-full e-flex e-con e-child\" data-id=\"ca1d1cf\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t<div class=\"elementor-element elementor-element-a8832db e-con-full e-flex e-con e-child\" data-id=\"a8832db\" data-element_type=\"container\" data-e-type=\"container\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t<div class=\"elementor-element elementor-element-c3174fb e-con-full e-flex e-con e-child\" data-id=\"c3174fb\" data-element_type=\"container\" data-e-type=\"container\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t<div class=\"elementor-element elementor-element-9b527f0 elementor-widget elementor-widget-text-editor\" data-id=\"9b527f0\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<h4>\u26a1 Neural Efficiency<\/h4><p>Outstanding students demonstrate high efficiency in automatic processing, but recruit broader cognitive resources when dealing with challenges (Leikin et al., 2013; Waisman et al., 2016).<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t<div class=\"elementor-element elementor-element-9ef8709 e-con-full e-flex e-con e-child\" data-id=\"9ef8709\" data-element_type=\"container\" data-e-type=\"container\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t<div class=\"elementor-element elementor-element-5128e97 elementor-widget elementor-widget-text-editor\" data-id=\"5128e97\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<h4>\ud83d\udc41 Memory and Visual Processing<\/h4><p>Mathematical excellence relies on visual-spatial memory and pattern recognition, unlike general giftedness, which is related to phonological memory (Leikin et al., 2013; Paz-Baruch et al., 2015, 2016).<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t<div class=\"elementor-element elementor-element-992ff1f e-con-full e-flex e-con e-child\" data-id=\"992ff1f\" data-element_type=\"container\" data-e-type=\"container\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t<div class=\"elementor-element elementor-element-e691814 elementor-widget elementor-widget-text-editor\" data-id=\"e691814\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<h4>\ud83d\udcd0 Geometry vs. Algebra<\/h4><p>Geometry requires a higher working memory load than algebra due to the need to transition between visual and symbolic representations (Leikin et al., 2014; Waisman et al., 2012).<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t<div class=\"elementor-element elementor-element-17e88c9 e-con-full e-flex e-con e-child\" data-id=\"17e88c9\" data-element_type=\"container\" data-e-type=\"container\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t<div class=\"elementor-element elementor-element-ad2d210 elementor-widget elementor-widget-html\" data-id=\"ad2d210\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"html.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t<div class=\"chart-wrapper\" style=\"width: 100%; max-width: 600px; margin: auto; background: #fff; padding: 20px; border-radius: 16px;\">\r\n    <h4 style=\"text-align: center; font-family: 'Assistant', sans-serif; color: #1E293B; margin-bottom: 20px;\">Electrical Activity Dynamics (ERP)<\/h4>\r\n    <div style=\"position: relative; height: 300px;\">\r\n        <!-- Use CLASS instead of ID to allow multiple instances -->\r\n        <canvas class=\"neuro-chart-canvas\"><\/canvas>\r\n    <\/div>\r\n<\/div>\r\n\r\n<script>\r\n(function() {\r\n    \/\/ Protection mechanism: checks if the script is already loading to prevent duplicate loads\r\n    if (typeof window.isChartLibLoading === 'undefined') {\r\n        window.isChartLibLoading = false;\r\n    }\r\n\r\n    function renderAllCharts() {\r\n        \/\/ Find all elements on the page with this class\r\n        const canvases = document.querySelectorAll('.neuro-chart-canvas');\r\n        \r\n        canvases.forEach(canvas => {\r\n            \/\/ If the chart has already been rendered on this canvas, skip it\r\n            if (canvas.dataset.rendered === 'true') return;\r\n\r\n            const ctx = canvas.getContext('2d');\r\n            new Chart(ctx, {\r\n                type: 'line',\r\n                data: {\r\n                    labels: ['Rest', 'Arithmetic Task', 'Insight Task', 'Peak Challenge'],\r\n                    datasets: [\r\n                        {\r\n                            label: 'Gifted (S-MG)',\r\n                            data: [12, 28, 70, 98],\r\n                            borderColor: '#1E293B',\r\n                            backgroundColor: 'transparent',\r\n                            borderWidth: 3,\r\n                            tension: 0.3,\r\n                            pointRadius: 5\r\n                        },\r\n                        {\r\n                            label: 'Control Group',\r\n                            data: [15, 50, 55, 60],\r\n                            borderColor: '#C2410C',\r\n                            borderDash: [5, 5],\r\n                            backgroundColor: 'transparent',\r\n                            borderWidth: 3,\r\n                            tension: 0.3,\r\n                            pointRadius: 5\r\n                        }\r\n                    ]\r\n                },\r\n                options: {\r\n                    responsive: true,\r\n                    maintainAspectRatio: false,\r\n                    plugins: { \r\n                        legend: { \r\n                            position: 'bottom', \r\n                            labels: { font: { family: 'Assistant', size: 14 } } \r\n                        } \r\n                    },\r\n                    scales: { \r\n                        y: { beginAtZero: true, display: false },\r\n                        x: { ticks: { font: { family: 'Assistant' } } }\r\n                    }\r\n                }\r\n            });\r\n\r\n            \/\/ Mark that this canvas already contains a chart\r\n            canvas.dataset.rendered = 'true';\r\n        });\r\n    }\r\n\r\n    if (typeof Chart === 'undefined') {\r\n        if (!window.isChartLibLoading) {\r\n            window.isChartLibLoading = true;\r\n            const script = document.createElement('script');\r\n            script.src = 'https:\/\/cdn.jsdelivr.net\/npm\/chart.js';\r\n            script.onload = function() {\r\n                window.isChartLibLoading = false;\r\n                renderAllCharts();\r\n            };\r\n            document.head.appendChild(script);\r\n        }\r\n    } else {\r\n        \/\/ If the library already exists (e.g., from a previous instance on the page), just render\r\n        renderAllCharts();\r\n    }\r\n})();\r\n<\/script>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-75b19ac elementor-widget elementor-widget-text-editor\" data-id=\"75b19ac\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p><strong>Neural efficiency:<\/strong> Students with exceptional abilities (S-MG) demonstrate more efficient activity patterns reflected in lower conductivity and automation of processing, but recruit extensive cognitive resources when solving high-level challenging problems, contrary to classical theories of energy conservation (Leikin et al., 2013; Waisman et al., 2016, 2023).<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t<div class=\"elementor-element elementor-element-2857ca1 e-flex e-con-boxed e-con e-parent\" data-id=\"2857ca1\" data-element_type=\"container\" data-e-type=\"container\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t<div class=\"e-con-inner\">\n\t\t<div class=\"elementor-element elementor-element-faebfba e-con-full e-flex e-con e-child\" data-id=\"faebfba\" data-element_type=\"container\" data-e-type=\"container\" id=\"pract\">\n\t\t\t\t<div class=\"elementor-element elementor-element-aac5782 elementor-widget elementor-widget-heading\" data-id=\"aac5782\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"heading.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t<h2 class=\"elementor-heading-title elementor-size-default\">Translating Data into Action: From Lab to Classroom<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t<div class=\"elementor-element elementor-element-6460136 e-con-full e-flex e-con e-child\" data-id=\"6460136\" data-element_type=\"container\" data-e-type=\"container\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t<div class=\"elementor-element elementor-element-24a024b e-con-full e-flex e-con e-child\" data-id=\"24a024b\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t<div class=\"elementor-element elementor-element-2177e6c elementor-widget elementor-widget-text-editor\" data-id=\"2177e6c\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p>Our pedagogical practice does not stand alone, but is derived directly from neurocognitive findings:<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t<div class=\"elementor-element elementor-element-01a571f e-con-full e-flex e-con e-child\" data-id=\"01a571f\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t<div class=\"elementor-element elementor-element-97a9289 e-con-full e-flex e-con e-child\" data-id=\"97a9289\" data-element_type=\"container\" data-e-type=\"container\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t<div class=\"elementor-element elementor-element-d58ca58 elementor-widget elementor-widget-text-editor\" data-id=\"d58ca58\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<h3>\ud83e\udde9 Cognitive Load Management<\/h3><p>Since geometry requires a high cognitive load (transitioning between representations), we develop learning environments that reduce attentional load and balance it through visualization. Adapting the learning environment to the student&#8217;s information processing ability, and properly structuring tasks, allows for the breakdown of complex tasks and the prevention of unnecessary cognitive load (Shaul et al., 2013).<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t<div class=\"elementor-element elementor-element-1d778dc e-con-full e-flex e-con e-child\" data-id=\"1d778dc\" data-element_type=\"container\" data-e-type=\"container\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t<div class=\"elementor-element elementor-element-4656adf elementor-widget elementor-widget-text-editor\" data-id=\"4656adf\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<h3>\ud83c\udfaf Informed Differentiation<\/h3><p>The understanding that EM and G are different mechanisms allows us to adapt MST (Multiple Strategy Tasks) to the student&#8217;s type of excellence. By tailoring pedagogical tasks based on individual neurocognitive profiles, we ensure an accurate response to the unique needs of every student in a heterogeneous classroom (Leikin &amp; Lev, 2013; Miller Markovitz et al., 2025).<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t<div class=\"elementor-element elementor-element-490bcbc e-con-full e-flex e-con e-child\" data-id=\"490bcbc\" data-element_type=\"container\" data-e-type=\"container\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t<div class=\"elementor-element elementor-element-bb0e59b elementor-widget elementor-widget-text-editor\" data-id=\"bb0e59b\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<h3>\ud83d\udc68\u200d\ud83c\udf93 Teacher Mediation<\/h3><p>Teachers as mediation agents who bridge theoretical knowledge and classroom practice perform adjustments of teaching to the learning culture and systemic constraints. As such, the teacher uses neurocognitive understanding to bridge between science and learning in the field, and to direct, support, and encourage the student&#8217;s development (Leikin, 2021; Leikin &amp; Levav-Waynberg, 2007).<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t<div class=\"elementor-element elementor-element-b49c7a7 e-con-full e-flex e-con e-child\" data-id=\"b49c7a7\" data-element_type=\"container\" data-e-type=\"container\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t<div class=\"elementor-element elementor-element-c489a96 elementor-widget elementor-widget-heading\" data-id=\"c489a96\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"heading.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t<h2 class=\"elementor-heading-title elementor-size-default\">Synthesis: Vision of Integration<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-a3bdc7e elementor-widget elementor-widget-text-editor\" data-id=\"a3bdc7e\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p>Fostering mathematical potential is not limited to technical instruction. The center&#8217;s vision is to create a synergy where neuroscience illuminates the path to more precise didactics, which recognizes the student&#8217;s uniqueness and allows for the expression of creativity, mental flexibility, and deep insight (Leikin, 2026; Sriraman &amp; Leikin, 2016).<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t<div class=\"elementor-element elementor-element-3b1610c e-flex e-con-boxed e-con e-parent\" data-id=\"3b1610c\" data-element_type=\"container\" data-e-type=\"container\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t<div class=\"e-con-inner\">\n\t\t<div class=\"elementor-element elementor-element-685703f e-con-full e-flex e-con e-child\" data-id=\"685703f\" data-element_type=\"container\" data-e-type=\"container\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t<div class=\"elementor-element elementor-element-bd786b5 elementor-widget elementor-widget-n-accordion\" data-id=\"bd786b5\" data-element_type=\"widget\" data-e-type=\"widget\" data-settings=\"{&quot;default_state&quot;:&quot;all_collapsed&quot;,&quot;max_items_expended&quot;:&quot;one&quot;,&quot;n_accordion_animation_duration&quot;:{&quot;unit&quot;:&quot;ms&quot;,&quot;size&quot;:400,&quot;sizes&quot;:[]}}\" data-widget_type=\"nested-accordion.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"e-n-accordion\" aria-label=\"Accordion. Open links with Enter or Space, close with Escape, and navigate with Arrow Keys\">\n\t\t\t\t\t\t<details id=\"e-n-accordion-item-1980\" class=\"e-n-accordion-item\" >\n\t\t\t\t<summary class=\"e-n-accordion-item-title\" data-accordion-index=\"1\" tabindex=\"0\" aria-expanded=\"false\" aria-controls=\"e-n-accordion-item-1980\" >\n\t\t\t\t\t<span class='e-n-accordion-item-title-header'><h1 class=\"e-n-accordion-item-title-text\"> \ud83d\udcda References <\/h1><\/span>\n\t\t\t\t\t\t\t<span class='e-n-accordion-item-title-icon'>\n\t\t\t<span class='e-opened' ><i aria-hidden=\"true\" class=\"fas fa-angle-double-up\"><\/i><\/span>\n\t\t\t<span class='e-closed'><i aria-hidden=\"true\" class=\"fas fa-angle-double-down\"><\/i><\/span>\n\t\t<\/span>\n\n\t\t\t\t\t\t<\/summary>\n\t\t\t\t<div role=\"region\" aria-labelledby=\"e-n-accordion-item-1980\" class=\"elementor-element elementor-element-cbbe491 e-con-full e-flex e-con e-child\" data-id=\"cbbe491\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t<div class=\"elementor-element elementor-element-e04bf4a elementor-widget elementor-widget-text-editor\" data-id=\"e04bf4a\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p dir=\"ltr\">Leikin, R., &amp; Lev, M. (2013). Mathematical creativity in generally gifted and mathematically excelling adolescents: What makes the difference?.\u00a0Zdm,\u00a045(2), 183-197. https:\/\/doi.org\/10.1007\/s11858-012-0460-8<\/p>\n<p dir=\"ltr\">Leikin, R., &amp; Levav-Waynberg, A. (2007). Exploring mathematics teacher knowledge to explain the gap between theory-based recommendations and school practice in the use of connecting tasks. Educational Studies in mathematics, 66(3), 349-371. https:\/\/doi.org\/10.1007\/s10649-006-9071-z<\/p>\n<p dir=\"ltr\">Leikin, R., Leikin, M., Waisman, I., &amp; Shaul, S. (2013). Effect of the presence of external representations on accuracy and reaction time in solving mathematical double-choice problems by students of different levels of instruction. International Journal of Science and Mathematics Education, 11(5), 1049-1066. https:\/\/doi.org\/10.1007\/s10763-012-9388-z<\/p>\n<p dir=\"ltr\">Leikin, M., Paz-Baruch, N., &amp; Leikin, R. (2013). Memory abilities in generally gifted and excelling-in-mathematics adolescents. Intelligence, 41(5), 566\u2013578. https:\/\/doi.org\/10.1016\/j.intell.2013.07.018<\/p>\n<p dir=\"ltr\">Leikin, M., Waisman, I., &amp; Leikin, R. (2013). How brain research can contribute to the evaluation of mathematical giftedness. Psychological Test and Assessment Modeling, 55(4), 415-437.<\/p>\n<p dir=\"ltr\">Leikin, M., Waisman, I., Shaul, S., &amp; Leikin, R. (2013, November). Single-digit multiplication in Generally Gifted and Excelling-in-mathematics adolescents: ERP study. In Journal Of Molecular Neuroscience (Vol. 51, pp. S67-S68).<\/p>\n<p dir=\"ltr\">Leikin, R., Paz-Baruch, N., &amp; Leikin, M. (2014). Cognitive characteristics of students with superior performance in mathematics. Journal of Individual Differences, 35(3), 119\u2013129. https:\/\/doi.org\/10.1027\/1614-0001\/a000140<\/p>\n<p dir=\"ltr\">Leikin, M., Waisman, I., Shaul, S., &amp; Leikin, R. (2014). A comparative study on brain activity associated with solving short problems in algebra and geometry. In Proceedings of the 38th Conference of the International Group for the Psychology of Mathematics Education (Vol. 4, pp. 121-128). PME.<\/p>\n<p dir=\"ltr\">Leikin, R., Leikin, M., &amp; Waisman, I. (2016). What Is Special About the Brain Activity of Mathematically Gifted Adolescents?. In Creativity and giftedness: Interdisciplinary perspectives from mathematics and beyond (pp. 165-181). Cham: Springer International Publishing. https:\/\/doi.org\/10.1007\/978-3-319-38840-3_11<\/p>\n<p dir=\"ltr\">Leikin, R., Waisman, I., &amp; Leikin, M. (2016). Does solving insight-based problems differ from solving learning-based problems? Some evidence from an ERP study. ZDM Mathematics Education, 48(3), 305-319. https:\/\/doi.org\/10.1007\/s11858-016-0767-y<\/p>\n<p dir=\"ltr\">Leikin, R., Leikin, M., Paz-Baruch, N., Waisman, I., &amp; Lev, M. (2017). On the four types of characteristics of super mathematically gifted students. High Ability Studies, 28(1), 107-125. https:\/\/doi.org\/10.1080\/13598139.2017.1305330<\/p>\n<p dir=\"ltr\">Leikin, M., Leikin, R., &amp; Waisman, I. (2018). Expertise, giftedness and insight in mathematics. International Journal of Psychophysiology, 131S, S37. https:\/\/doi.org\/10.1016\/j.ijpsycho.2018.07.114<\/p>\n<p dir=\"ltr\">Leikin, R. (2021). Characterisation of mathematics teacher educators\u2019 knowledge in terms of teachers\u2019 professional potential and challenging content for mathematics teachers. In M. Goos &amp; K. Beswick (Eds.), The learning and development of mathematics teacher educators (pp. 109\u2013121). Springer. https:\/\/doi.org\/10.1007\/978-3-030-62408-8_6<\/p>\n<p dir=\"ltr\">Leikin, R. (2025). Creativity and curiosity (in mathematics) 2C or C2? Multiple facets, confluence and contrast. In R. Leikin et al. (Eds.), Mathematical Curiosity (Research in Mathematics Education). https:\/\/doi.org\/10.1007\/978-3-031-99082-3_3<\/p>\n<p dir=\"ltr\">Lev, M., &amp; Leikin, R. (2016). The interplay between excellence in school mathematics and general giftedness: Focusing on mathematical creativity. In Creativity and giftedness: Interdisciplinary perspectives from mathematics and beyond (pp. 225-238). Cham: Springer International Publishing. https:\/\/doi.org\/10.1007\/978-3-319-38840-3_14<\/p>\n<p dir=\"ltr\">Miller Markovitz, L., Landau, G. M., &amp; Leikin, R. (2025a). Characterization of STEM-motivated high school students: Focusing on intelligence, mathematical competencies, and creativity. Journal for the Education of the Gifted, 48(4), 382-403. https:\/\/doi.org\/10.1177\/01623532251372602<\/p>\n<p dir=\"ltr\">Paz-Baruch, N., Leikin, M., &amp; Leikin, R. (2016). Visual processing and attention abilities of general gifted and excelling in mathematics students. In Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education (pp. 1046\u20131051). Charles University in Prague, Faculty of Education; ERME. https:\/\/hal.science\/hal-01287310<\/p>\n<p dir=\"ltr\">Paz-Baruch, N., Leikin, R., &amp; Leikin, M. (2016). Visual processing in generally gifted and mathematically excelling adolescents. Journal for the Education of the Gifted, 39(3), 237-258. https:\/\/doi.org\/10.1177\/0162353216657184<\/p>\n<p dir=\"ltr\">Paz-Baruch, N., Leikin, M., &amp; Leikin, R. (2022). Not any gifted is an expert in mathematics and not any expert in mathematics is gifted. Gifted and Talented International, 37(1), 25-41. https:\/\/doi.org\/10.1080\/15332276.2021.2010244<\/p>\n<p dir=\"ltr\">Shaul, S., Waisman, I., Leikin, M., &amp; Leikin, R. (2013). From a visual to a symbolic object in algebra and geometry: ERP study with mathematically excelling male adolescents. Journal of Molecular Neuroscience, 51(Suppl 1), S111\u2013S112. https:\/\/doi.org\/10.1007\/s12031-013-0084-2<\/p>\n<p dir=\"ltr\">Sriraman, B., &amp; Leikin, R. (2016). Commentary on interdisciplinary perspectives to creativity and giftedness. In R. Leikin &amp; B. Sriraman (Eds.), Creativity and Giftedness: Interdisciplinary Perspectives from Mathematics and Beyond (pp. 259\u2013264). Springer. https:\/\/doi.org\/10.1007\/978-3-319-38840-3_16<\/p>\n<p dir=\"ltr\">Waisman, I., Shaul, S., Leikin, M., &amp; Leikin, R. (2012). General ability vs. expertise in mathematics: An ERP study with male adolescents who answer geometry questions. In Proceedings of the 12th International Congress on Mathematical Education (pp. 1290\u20131299). COEX.<\/p>\n<p dir=\"ltr\">Waisman, I., Leikin, M., &amp; Leikin, R. (2016). Brain activity associated with logical inferences in geometry: Focusing on students with different levels of ability. ZDM Mathematics Education, 48(3), 321\u2013335. https:\/\/doi.org\/10.1007\/s11858-016-0760-5<\/p>\n<p dir=\"ltr\">Waisman, I., Brunner, C., Grabner, R. H., Leikin, M., &amp; Leikina, R. (2023). (Lack of) neural efficiency related to general giftedness and mathematical excellence: An EEG study. Neuropsychologia, 179, 108448. https:\/\/doi.org\/10.1016\/j.neuropsychologia.2022.108448<\/p>\n<p dir=\"ltr\">Waisman, I., Leikin, R., &amp; Leikin, M. (2025). Insight elements of mathematical problem solving in generally gifted and mathematical experts: ERP amplitudes in PO electrodes. Frontiers in Integrative Neuroscience, 19, 1523334. https:\/\/doi.org\/10.3389\/fnint.2025.1523334<\/p>\n<p>\u00a0<\/p>\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/details>\n\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t","protected":false},"excerpt":{"rendered":"<p>\u05de\u05d4 \u05d4\u05d4\u05d1\u05d3\u05dc \u05d1\u05d9\u05df \u05ea\u05dc\u05de\u05d9\u05d3 \u05de\u05e6\u05d8\u05d9\u05d9\u05df \u05dc\u05de\u05d7\u05d5\u05e0\u05df \u05d5\u05d0\u05d9\u05da \u05d1\u05d5\u05e0\u05d9\u05dd \u05de\u05d5\u05de\u05d7\u05d9\u05d5\u05ea \u05d1\u05ea\u05d7\u05d5\u05dd \u05d3\u05e2\u05ea? \u05d1\u05d3\u05e3 \u05d6\u05d4 \u05ea\u05de\u05e6\u05d0\u05d5 \u05d4\u05d2\u05d3\u05e8\u05d5\u05ea \u05d5\u05ea\u05d5\u05d1\u05e0\u05d5\u05ea \u05e2\u05dc \u05d8\u05d9\u05e4\u05d5\u05d7 \u05d9\u05db\u05d5\u05dc\u05d5\u05ea \u05d2\u05d1\u05d5\u05d4\u05d5\u05ea \u05d5\u05d4\u05de\u05e1\u05dc\u05d5\u05dc \u05e9\u05e2\u05d5\u05d1\u05e8\u05d9\u05dd \u05ea\u05dc\u05de\u05d9\u05d3\u05d9\u05dd \u05d1\u05d3\u05e8\u05da \u05dc\u05de\u05e6\u05d5\u05d9\u05e0\u05d5\u05ea. \u05d0\u05ea\u05dd \u05de\u05d5\u05d6\u05de\u05e0\u05d9\u05dd \u05dc\u05e7\u05e8\u05d5\u05d0 \u05e2\u05dc \u05d4\u05de\u05d0\u05e4\u05d9\u05d9\u05e0\u05d9\u05dd \u05d4\u05d9\u05d9\u05d7\u05d5\u05d3\u05d9\u05d9\u05dd \u05e9\u05dc \u05d0\u05d5\u05db\u05dc\u05d5\u05e1\u05d9\u05d5\u05ea \u05d0\u05dc\u05d5.<\/p>\n","protected":false},"author":4,"featured_media":6994,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"elementor_header_footer","format":"standard","meta":{"footnotes":""},"categories":[44,82],"tags":[],"class_list":["post-6286","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-44","category--infrastructure","entry","has-media"],"_links":{"self":[{"href":"https:\/\/range.haifa.ac.il\/en\/wp-json\/wp\/v2\/posts\/6286","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/range.haifa.ac.il\/en\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/range.haifa.ac.il\/en\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/range.haifa.ac.il\/en\/wp-json\/wp\/v2\/users\/4"}],"replies":[{"embeddable":true,"href":"https:\/\/range.haifa.ac.il\/en\/wp-json\/wp\/v2\/comments?post=6286"}],"version-history":[{"count":23,"href":"https:\/\/range.haifa.ac.il\/en\/wp-json\/wp\/v2\/posts\/6286\/revisions"}],"predecessor-version":[{"id":12566,"href":"https:\/\/range.haifa.ac.il\/en\/wp-json\/wp\/v2\/posts\/6286\/revisions\/12566"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/range.haifa.ac.il\/en\/wp-json\/wp\/v2\/media\/6994"}],"wp:attachment":[{"href":"https:\/\/range.haifa.ac.il\/en\/wp-json\/wp\/v2\/media?parent=6286"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/range.haifa.ac.il\/en\/wp-json\/wp\/v2\/categories?post=6286"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/range.haifa.ac.il\/en\/wp-json\/wp\/v2\/tags?post=6286"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}