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Giftedness and talent is considered from the viewpoint of developmental theory and models. Some of the recurring themes related to giftedness that have emerged in this volume are discussed. The focus is on some questions that might most profitably constitute the research agenda for expanding basic knowledge of giftedness and talent. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)
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Examines multiple conceptualizations of giftedness and influences on its expression within a sociocultural context. Two approaches to educating the gifted are described: an enrichment and an acceleration model. It is noted that evaluation of these approaches and information on how best to nurture talent remains insufficient to inform policymakers. Similarly, knowledge about the developmental course of giftedness and how such behavior is nurtured and sustained remains sparse and should be a high-priority research area. A research agenda is outlined that focuses both on understanding intellectual, social, and personality processes in the gifted over the life span and on evaluating and developing appropriate educational programs. (27 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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provide a framework for developing programs for the gifted, understanding research on the gifted, and planning future research / the account is a traditional one of the individual differences genre / it is a direct descendant of the factor theories initiated by Spearman (1904) and of the tests developed by Binet and Simon (1905) giftedness and the social structure (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter) defines giftedness psychometrically, as being represented by the upper end of the intelligence continuum / giftedness is seen not as a fixed, unitary trait, but as a complex and dynamic repertoire that is subject to a variety of developmental influences in Humphreys' view, how gifted young people are educated is vitally important for the realization of intellectual potential / proposes an approach based on the homogeneous grouping of gifted students and individualized curriculum materials, combined with an increase in societal rewards in the form of scholarship aid to gifted students (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)
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consider the growth of evidence showing intelligence testing to offer but a limited window on giftedness / describe the rise of creativity testing as an alternative that is expected to help elucidate giftedness where intelligence testing has shown itself to be limited / discussion of some widespread but dubious practices in the use of creativity tests that have arisen in the wake of their recent popularity suggest that a shift from creativity and intelligence testing toward discipline-centered or field-specific approaches for facilitating giftedness is currently taking place (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)
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sets forth an outline of the major components of the evolving systems approach to the study of giftedness / differentiates between the concept of giftedness, which is typically applied to children and represents precocity, and its adult counterparts, creativity and productive, innovative work through case studies of highly creative adults, Wallace attempts to understand the nature of giftedness and creativity and to trace the processes by which individuals come to live a creative life (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book) discussed three issues in this chapter that can be extrapolated in order to examine gifted adolescents: first, creative work takes place in a context, and that context cannot be ignored / second, a phenomenological perspective is critical to understanding the developmental course of creative work / third, mapping a network of enterprise reveals a long-term organization of purpose (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)
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directly confronts the problems inherent in defining giftedness and intelligence / characterizes two major threads in the modern study of giftedness: one, the neurophysiological, information-processing approach, which arises from the pioneering work of Galton, and the other, in the Binet tradition, focuses on the analytical and insight aspects of intelligence these two lines of work, in Grinder's view, are converging, and, in essence, both are searching for a general intelligence factor (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book) giftedness and divinity [as civilizations emerged, individuals who performed outstanding deeds were thought to possess extraordinary power] / giftedness and neurosis / giftedness and mental test scores (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: cover)
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examine the concept of moral responsibility / is there a domain or moral responsibility (in which someone might be gifted or creative) that might have the same epistemological standing as, for example, the domain of mathematics or music / how does moral responsibility differ from moral judgment, which has been the main target of investigations in the field of moral development raise some questions about the relevance of moral responsibility to all gifted and creative individuals / does being gifted or creative impose a special moral responsibility on an individual / does it equip him or her better to handle both normal and special responsibilities / do gifted and creative people feel such moral responsibility / how does moral responsibility develop linking giftedness and creative thinking with moral responsibility and the threat to human survival moral responsibility and psychology / developmental theory and giftedness / William James / B. F. Skinner / Charles E. Osgood (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)
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take the perspective that individual talents develop in domains of practice encouraged by sociocultural contexts varying in what skills are valued and hence fostered and honored / stress the relationship that exists between the development of specific talents and the sociocultural experience of the individual / argue that the assumption of context-free generality in skills is misleading psychometric testing of giftedness / concerns about the tests for giftedness a cultural perspective on talent [relation between cultural belief systems and valued skills, relation between culturally central domains of experience and talents] (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)
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propose that students of giftedness have much to learn from past research with the retarded / issues of definition and assessment, conflict over the causes of differences in intellectual ability, and the role of socioemotional factors in atypical development are all of concern to investigators of retarded and gifted populations alike according to Zigler and Farber, recognizing the similarities in retarded and gifted groups may allow researchers who work with the gifted to resolve some troublesome questions and move ahead to study the truly unique aspects of giftedness (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book) history and myths concerning giftedness and retardation / explanations for intellectual differences [developmental versus difference theories, nature versus nurture] the whole child [the age factor, coping strategies, educational philosophies] (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)
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Tipo de recurso
- Book Section (8)
- Journal Article (1)
Año de publicación
- Entre 1900 y 1999 (9)