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Presents a developmental perspective on social giftedness. It is argued that by using a theoretical approach that acknowledges both the various specific forms of human intelligence and the general influences on the development of children's thought and knowledge, a view of social giftedness emerges that can increase our knowledge of the what and the how of social expertise. After a short history of social intelligence and an examination of the state of knowledge of giftedness in the social domain, the contributions of developmental and modular theories of mind to understanding social giftedness are presented. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)
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Goes beyond the application of the construct of multiple intelligences to giftedness within a developmental framework of a giftedness matrix. The concepts of intelligence, giftedness, prodigiousness, precocity, expertise, and creativity are discussed. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)
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Cognitive development that is measurably advanced beyond peers, agemates, or cohort group suggests exceptional cognitive ability or intellectual giftedness. Yet both the possibilities for intellectual growth beyond a modal point in young adulthood and a way to measure advanced cognitive development are required to determine cognitive abilities in middle and older adulthood. The current conceptualization of relativistic thinking could fulfill these 2 requirements and, in doing so, also could address the issue of cognitive giftedness across the life-span. Two studies were undertaken to address life-span development of relativistic thinking. In Study 1, 64 adolescents (mean age 14.6 yrs) completed the Preformal, Formal, or Postformal–Relativisitic Thinking Test (PFPR). In study 2, Ss (aged 12–82 yrs) completed a multiple-choice word vocabulary test using words from the Wechsler Adult Intelligence Scale. The Piagetian perspective was assessed with PFPR and 2 problem situations used in study 1. The Perry Scheme was assessed with the Measure of Intellectual Development. Results of this study do not support the idea that throughout life verbal giftedness is associated with improved reasoning ability. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)
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Reviews the implications of conceptions of individual differences in development and of giftedness for generating hypotheses about the development of giftedness in childhood. Research designs that dominate current longitudinal study of the development of giftedness are described, and their limitations for testing new hypotheses are noted. Examples from the author's own research and other studies that suggest a better strategy for designing developmental studies of giftedness are presented. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)
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Notes that Vygotskian theory focuses on the development of verbal–conceptual abstract thought and the primary role language plays in mediating thought and behavior as well as in interpreting experience. The author uses Vygotskian theory as an explanatory framework for interpreting the development of the case of a high-IQ child (M. J. Morelock, 1991). Between ages of 3.7–4.5 yrs, the child experienced a cognitive leap in her capacity for abstract thought, as was inadvertently documented through successive Stanford-Binet L–M testings at those 2 ages. Accompanying the cognitive changes was a period of intense existential questioning and marked emotional turmoil. The chapter examines elements of Vygotsky's sociohistorical developmental theory. Excerpts from the case's developmental history are used to illustrate Vygotskian theoretical elements and in which implications for future research are explored. Implications of this case study for conceptualizations of giftedness are discussed. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)
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Focuses on children who are intellectually or academically precocious, recognizing that intelligence represents one part of the spectrum of abilities. The authors argue that life-span research with gifted children can profitably start very early, both to contribute to knowledge about normal development and to understand the origins and enhancement of high competence. The authors review ways in which the inclusion of gifted children can contribute to research in developmental psychology by identifying optimal conditions of development, the origins of achievement motivation and creativity, and the contributions children make to molding their own experiences. The parental and environmental supports appropriate to the gifted child's individual and fluctuating maturity levels are also discussed. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)
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Reports unexpected findings regarding the nature of expertise and explores the implications for explaining and nurturing creative giftedness in adult professional and semiprofessional artists and nonartists. A brief description of the original investigation precedes the focus on the qualitative differences that emerged among the various levels of expertise. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)
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Addresses issues surrounding giftedness and exceptional talent (G/ET) in the cognitive or intellectual domain during infancy. The authors are writing as developmental psychologists with a research focus on early cognition. The extant literature on the prediction of cognitive and intellectual status from infancy is reviewed. By reviewing some of the traditional approaches for studying early manifestations of G/ET, the authors aim to turn readers' attention to current approaches to developmental causation. It is argued that these approaches provide a more accurate account of developmental processes and determinants than the traditional nature–nurture dichotomy. Furthermore, these approaches call for consideration of developmental course in the empirical investigation of emergent phenomena, and that the future of research on the development of G/ET will require an intensive longitudinal approach. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)
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Tipo de recurso
- Book Section (8)
Año de publicación
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Entre 2000 y 2026
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Entre 2000 y 2009
(8)
- 2000 (8)
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Entre 2000 y 2009
(8)