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Artistic giftedness in 4-, 6-, 8-, and 10-year-olds was investigated from a neo-Piagetian perspective, which articulates the increasingly complex structures for representing spatial relations in drawing during middle childhood. Composition, color use, and competence in human-figure drawing also were studied. Gifted young artists structured the spatial relations in their drawings, composed their drawings, and used color in a fashion similar to average children. However, they often used these variables in a flexible way, resulting in distinctive drawings. Their drawings were distinguished by graphic competence and the degree of elaboration in their human figures, skills that appear to be less constrained by developmental factors. Artistic giftedness may be demonstrated by the flexible and elaborate way in which gifted young artists use their structural capabilities and by their advanced mastery of specific artistic skills. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)
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An exploratory study of gifted children's understandings of intelligence showed that between the ages of 6 and 12, external indicators of smartness are synthesized with internal factors of feelings and judgments about intelligence. This synthesis becomes more complex with age. At age 12, children's definitions took on an interpretive quality with references to the psychological self apparent. A developmental progression in children's understanding was found which suggests that age is a factor to consider when discussing giftedness with children. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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Studied 217 gifted young artists (aged 4, 6, 8, or 10 yrs) from a cognitive-developmental perspective and found that, in ability to render perspective, there are age-related trends that are similar to those of children with average ability. Flexible and elaborate use of these perspectival abilities is apparent in the work of the gifted Ss. Artistic abilities other than perspective appeared to be less influenced by development, showing advancement for some gifted Ss. Individual differences in manifestations of giftedness were also found. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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in the present study, I [the author] decided to examine the performance of children who were at the upper end of the IQ spectrum three groups of gifted children [aged 6 years] were studied: those with extremely high scores on both the verbal and nonverbal subscales of a standard intelligence test; those with an extremely high score on only the verbal subscale; and those with an extremely high score on only the nonverbal subscale / by comparing the performance of these three groups to that of a normal population, I hoped to maximize the chances of finding children with asymmetrical developmental profiles, and to evaluate the magnitude and frequency of these asymmetries (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: chapter)
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Considered 2 studies done from constructivist perspectives for their complementarity in understanding the development of gifted young artists. Study 1 used R. Case's (1992) neo-Piagetian theory as a framework and investigated the developmental progression in ability to represent spatial relations in children (aged 4, 6, 8, and 10 yrs). Children identified as gifted demonstrated some advancement in their use of perspective but were distinguished primarily by their elaborate and novel representations of space. An age related progression in acquisition of ability to render perspective supports a general factor in development, whereas abilities unique to the artistic domain support the relevance of including domain-specific characteristics in developmental models of giftedness. Study 2 was done primarily from a structuralist perspective but also incorporated a postformal perspective on the problem-finding and problem-solving behaviors of young artists (aged 13–18 yrs). There was support for age-related domain-general aspects of thought with discipline-specific skills in making multiple comparisons in proportional relations and coordinating multiple perspectives. This finding may be an extension of young children's intrastage elaboration of the spatial structures available to them. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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- Book Section (1)
- Journal Article (4)