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After a brief introduction the theoretical basis of the Munich High Ability Test-Battery (MHBT) will be outlined in the first part of the article. The MHBT has been developed in the framework of the Munich longitudinal study of giftedness and talent. The MHBT includes not only cognitive predictors measuring several dimensions and types of giftedness concerning intellectual, creative or social abilities etc., but also giftedness-relevant non-cognitive personality and social moderators measuring interests, motivations, learning emotions, self-concepts or family and school climate, educational style, quality of instruction, etc. The MHBT-instruments (different scales and dimensions) are described in greater detail. In the second part of the article, after dealing with the objectivity, the reliability, and the validity of the MHBT, the authors discuss the standardization procedure including the development of grade-based T-norms respectively as well as several talent-profiles, e.g. of gifted achievers vs. underachievers, intellectual, creative, social talents or linguistic, math, science talent profiles etc. Finally, examples of talent search for gifted programs and case studies on the basis of MHBT should illustrate multidimensional identification procedures. The MHBT fulfills the most relevant assessment tasks belonging to the gifted educational and counseling practice. The usefulness of the MHBT in the framework of giftedness research as well as of gifted program evaluation studies has also been proven in the last decade. Hence the MHBT offers many opportunities to assessing giftedness and talent. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)
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It is of major importance to use psychological tests and questionnaires that are carefully constructed so that their reliability and validity can be determined in different (sub)cultures (Campbell & Tirri, 2004). However, a necessary prerequisite for this is the development of solid conceptual constructs. Otherwise, the researcher runs into the danger of empirically collecting data and loosing touch with reality. A theory-free empirical approach also makes it difficult to relate findings to other psychological research. We first show why and how the Munich Dynamic Ability-Achievement Model (MDAAM) evolved from the Munich Model of Giftedness (MMG). We will then illustrate how the MDAAM can stimulate and structure theoretical and empirical research. The MDAAM can be used as an integrative model of giftedness, talent, expertise, and achievement and could this way bridge the gap between the process-oriented approaches of cognitive studies as well as expertise research and psychometric studies in the field. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)
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A decisive factor in the determination of effective gifted education is the fit between the individual cognitive and noncognitive (e.g., motivational and other personality) factors of the developmental and learning processes on the one hand and the environmental influences that are mainly from the social settings of family, school, and peers on the other hand. This chapter is based on multidimensional conceptions of giftedness and talent, such as the Munich Model of Giftedness (MMG), as well as on interaction models, such as the Aptitude-Treatment Interaction (ATI) by Cronbach and Snow (1977) and Corno and Snow (1986). When considering the MMG as an example of a multifactorial conception of giftedness, along with the recently developed dynamic process approach to this model (Munich Dynamic Ability-Achievement Model of Giftedness [MDAAM]), the following questions arise: How should gifted individuals be identified and instructed? And how should their learning outcomes or excellent performance be assessed? These and other questions will be answered according to the MMG and the MDAAM, respectively. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)
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"Identification of Gifted and Talented Youth for Educational Programs" / John F. Feldhusen and Fathi A. Jarwan "Dynamic Assessment of Gifted Students" / Lannie Kanevsky "Early Identification of High Ability" / Christoph Perleth, Tanja Schatz and Frank J. Mönks "Prediction of Excellence in School, Higher Education, and Work" / Günter Trost (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)
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- Book Section (2)
- Journal Article (2)