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Definitions of giftedness now tend to recognize creative talents, but the most recent techniques for assessing creativity, which rely on productivity, may have caused certain problems for gifted education. The requirement for gifted students to produce something, for example, assumes that all of them have the expressive skills that support their insights, and this may not be true. It also assumes that products can be accurately evaluated, but unless quantity is used alone and quality entirely ignored, some sort of social significance is introduced into the assessment. Social significance can be very subjective, so the assessment loses its objectivity. Most important is that the insistence on productivity relegates potential. Children who have potential talent but need support, encouragement, and practice will be overlooked in favor of those children who already know how to construct and present socially meaningful products. It is concluded that although one must be careful with broad and inclusive definitions of talent, productivity requirements should be left out of definitions of giftedness. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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Summarizes a longitudinal study of exceptionally gifted 12–13 yr old males, with particular emphasis on findings involving their creative potential. The longitudinal investigation was originally performed by R. Albert (1980) with 2 exceptionally gifted samples. These samples represented equivalent levels of ability but different areas or domains of talent. One was exceptionally gifted math and science, the other was a high-IQ group (mean = 155). Data were collected from the children and the parents. Group differences in expectations of independence, psychological inventory scales, and divergent thinking test scores are summarized. Relations among predictors are also discussed, as are relations with indexes of creative potential. In addition to group differences, notable findings include the strong relation between mothers' expectations for their son's independence and the divergent thinking of the sons and the high flexibility scores of the exceptionally gifted samples on the psychological inventory scales. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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Reviews the most recent research on divergent thinking and serves as an addendum to M. A. Runco's (1991; see also PA, Vol 80:34) previous reviews. Several new assessment techniques are examined, including those using either lenient or stringent solution standards, those relying on ideational pools (examinees' total output of ideas), and those involving qualitative aspects of ideation. Recent research (e.g., S. M. Okuda et al; see PA, Vol 78:27045; J. K. Sawyers and N. C. Canestaro; see PA, Vol 78:2821) showing moderately high predictive validity coefficients is also reviewed. The role played by evaluation and valuation in the divergent thinking process is outlined, as is the role of problem definition and problem identification. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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Summarizes research into the issue of problem finding (PF), focusing on the different kinds of PF, relationships with intrinsic motivation and interest, and techniques for the classroom. The creative component of giftedness is related to PF skills, as well as problem solving. The distinction between problem identification and problem definition is clarified. The limits to divergent thinking are discussed. Problem solving should be approached more naturally, as opposed to breaking it into various stages. PF is important to many creative performances, though perhaps not all. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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Investigated intrafamilial correlation of divergent thinking, using 54 12–13 yr old males (with IQs over 150 or outstanding math/science SAT scores) and their parents. Divergent thinking tests were administered to the Ss and their parents as one component of a large set of interview/self-report/ability measures. Canonical and bivariate analyses indicated that there was a strong correlation between Ss' divergent thinking test scores and parents' divergent thinking test scores. High-IQ Ss' divergent thinking test scores related to those of both parents, and the math/science Ss' divergent thinking test scores related only to those of their mothers. It is concluded that the relationship between parents' and their children's divergent thinking is a function of level of ability. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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what is creativity and why is it important / how is creativity measured and studied empirically / what are the major findings that have resulted from past research and what are the trends in current research / what are the implications of these research findings for educational practice four categories of giftedness / levels of giftedness construct validity / individual differences / creativity and personal-social adjustment in gifted children / learning style (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)
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creativity, identity formation, and career choice come together in the late teens or early twenties for most people / the two samples of exceptionally gifted boys in math/science or with exceptionally high IQs . . . whom I have been following longitudinally during the past 12 years are not exceptions / a sizable number . . . in each sample had made educational or career choices that differed from those mentioned and expected of them years earlier and from those made by the majority of boys in their particular sample / these subjects I discuss as "crossovers" to highlight the fact that they have moved from the career plans determined earlier . . . in the study giftedness, education, and the achievement of eminence dangers and impediments: family and culture (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)
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[reviews the debate] about the actual role of creativity in giftedness / our view is that all truly gifted children are creative / we offer predictions about the learning styles of these children / predictions are based on three areas of research / the first focuses on the personality traits that characterize creative children / the second covers the cognitive characteristics of creativity (e.g., divergent thinking, problem-finding and evaluative skills, and creative strategies) / the third emphasizes educational preferences of creative children / these preferences involve relationships with teachers and peers (i.e., grouping preferences) (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: chapter)
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- Book Section (3)
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Año de publicación
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Entre 1900 y 1999
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Entre 1980 y 1989
(1)
- 1986 (1)
- Entre 1990 y 1999 (7)
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Entre 1980 y 1989
(1)