Learning style, repeated stimuli, and originality in intellectually gifted adolescents

This study assessed differences in originality between groups with different learning styles as a function of repeated presentations of stimuli. Subjects were 104 gifted adolescents who were administered a measure of originality (Thinking Creatively with Sounds and Words) and Your Style of Learning and Thinking, a measure of learning style. Analysis indicated significant differences in originality for learning styles, for sounds, for presentations, and a significant interaction of sounds and presentations.