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Much research has explored cognitive functions and the nature of information processing since the cognitive revolution began with the advent of computers. With the establishing of music psychology attention was directed also to the cognition and processing of music. However, the initial reluctance of Science to avoid the study of emotions became a problem especially in studying music as a cultural phenomenon, with the inherent ability to trigger strong affective responses. For future research into music behavior to arrive at a more complete understanding of musical giftedness and what separates general music information processing from gifted music information processing, a heuristic model of gifted musical thinking, including affective behavior, bringing domain constituents together, is much needed. This is therefore the objective of this article, namely to review relevant research and in so doing propose a differentiated model of gifted musical thinking by outlining cognitive function and bringing the most probable constituents of such musical thinking together, drawing from Persson's (2009) multidimensional model of musical giftedness, which adds the significance of affective responses and emotive skills to the construct of musical giftedness. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: journal abstract)
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Is the possession of formidable abilities, skills, a creative flair, and considerable intellectual prowess, a path to successful leadership? The brief answer is no. While leadership is a human universal, few theories and management procedures include a biological and genetic foundation for explaining and facilitating leadership behavior and practice. Gifted individuals, irrespective of how ethical, intelligent, and wise, are highly unlikely to reach the pinnacles of power and influence. They are too different in comparison to most others. Should they manage to move upwards in the social hierarchy despite of this, they arrive at the top as changed individuals. By force of evolution, social status as well as degree of power and influence, change the behavior of an individual physiologically affecting both perception and personal characteristics prompting a leader to become less ethical and more coercive as well as manipulative. This chapter focuses on the evolutionary origins of leadership and discusses the obstacles to operationalize transformational leadership in large groups and populations. While a consistent ethical and compassionate leadership is largely a futile endeavor on a large scale, it is feasible on a much smaller scale with a group of fewer than about 250 individuals. Glamour, fame, and worldwide recognition, as attributes of an ethical and wise Great Leader to nations, large organizations, or multinational businesses, contrary to the hopes and wishes of many, are not available for our best and brightest—and never will be, unless Homo Sapiens is somehow reprogrammed by evolution. The possible implications of this for gifted leadership training is discussed. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)
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The number of theories and conceptions endeavoring to understand gifted and talented behavior are surprisingly numerous because of different scholarly convictions, practices impacted by culture, and motives to study and further the achievement potential of this relatively small but extraordinary group of individuals. In spite of intense study all over the world, we do not seem to be much closer to a common understanding of what giftedness and talent are in the scholarly community. This chapter does not present yet another theory, but it does propose a framework of important issues to consider in trying to forge all current theories and conceptions together motivating scholars to seek consensus on the basis of well-established knowledge in biology and evolutionary theory. These offer fundamental and scientifically uncontroversial knowledge shedding important light on the subject matter of education, psychology, and other social sciences and their derived practices. An evolutionary understanding offers new perspectives and will inevitably create a more sustainable knowledge base for understanding the social significance of giftedness, talent, and its education in a collective society by setting boundaries to what is likely to be possible, and perhaps of greater importance, to also suggest what is, in fact, impossible. The latter is likely to limit the impact of cultural and ideological biases on scholarship and educational practices. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)
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'National/Provincial Gifted Education Policies: Present State, Future Possibilities" / R. A. Rudnitski "Changing Paradigms for Gifted Education in the United States" / J. J. Gallagher "A Study of Education for High Ability Students in Canada: Policy, Programs and Student Needs" / J. A. Leroux "Gifted Education in Europe: Programs, Practices, and Current Research" / R. S. Persson et al "Russian Gifted Education in Technical Disciplines: Tradition and Transformation" / E. L. Grigorenko "Middle-East Region: Efforts, Policies, Programs and Issues" / T. Subhi and N. Maoz "Psychological Research on and Education of Gifted and Talented Children in China" / S. Jiannong and Z. Zixiu "Programs and Practices for Identifying and Nurturing Giftedness and Talent in Asia (Outside the Mainland of China)" / W.-T. Wu et al "Programs and Practices for Identifying and Nurturing Giftedness and Talent in Australia and New Zealand" / E. J. Braggett and R. I. Moltzen "The Status of Gifted Child Education in Africa" / C. A. Taylor and S. J. Kokot "Programs and Practices for Identifying and Nurturing Giftedness and Talent in Latin American Countries" / E. M. L. Soriano de Alencar et al (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)
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Entre 2000 y 2026
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