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Research shows that social circumstances influence the development of an individual's high abilities. This paper identifies the micro-social1 factors in the development of entrepreneurial giftedness. Specifically, the paper considers the family milieu, 'significant others' and great contemporaries in the case of Richard Branson, the most successful entrepreneur in the UK. Despite the quite evident importance of entrepreneurship in the prosperity of any society, one should acknowledge that the phenomenon of entrepreneurial giftedness is terra incognita from a research viewpoint. The paper introduces the concept of entrepreneurial giftedness and thus fills an apparent niche in the literature on high abilities. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)
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Investigation of the essence of intellectual giftedness requires study of unknown or little known phenomena such as intellectual intentions, which can be considered the highest level of manifestation of the intellectual potentials of a personality. Intellectual intentions can be defined as subjective, internally developed standards of performance and norms of intellectually creative behavior (e.g., feeling of direction, beliefs, preferences). Intellectual intentions are explored in (1) the example of fulfilled intellectual giftedness in the Russian scientist V. I. Vernadsky and (2) the example of development of intellectual giftedness in 3 gifted, creative, and talented male 15–16 yr old students in physics and mathematics. Data show that the mind work of these persons was determined by subjective, internally developed standards and orientations (i.e., intellectual intentions). (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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This article proposes a new approach to the psychological assessment of potential intellectually-creative abilities of the gifted based on the new cognitive-developmental theory of giftedness developed by the author. The major limitations of conventional intelligence tests are shortly analyzed. The nine methodological and procedural principles, which constitute this approach, are presented along with the examples of new intelligence tests. The principles state that new intelligence tests should first of all examine the psychological mental context generated by gifted individuals themselves. These tests should have an "open character," evaluate the basis of giftedness (not its numerous traits or manifestations), and allow both retrospective and prospective assessment. New tests should not evaluate psychological functions/processes (e.g., attention or memory) and mental speed, and they should not be very long or time-consuming. Cognitive styles, metacognitive and extracognitive abilities should also be assessed. Child's sensitive periods--which form the developmental foundation of giftedness--should be examined as well. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)
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Comments on the article by Ericsson, Roring and Nandagopal (see record 2007-12554-002). This paper presented well the achievements of the expert performance approach. The 10-year rule of expertise is one of them, a very practical rule. For example, when I meet a new physician, my first question always is: 'How many years of practical experience do you have?' 'Do not send me a bunch of non-experts to see my baby. Send me a paediatrician who has at least 10 years of experience', I demanded the administration of the Children's Hospital in Ottawa and forbade non-experts to enter my room. They promised to send me their best expert. The following morning Dr. Johnson came, saying that he had five years of experience and he thought that he was an expert. You can imagine my disappointment. However, the expert performance approach does not answer some important questions directly arising out of its main statements. The author expands upon these issues. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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Argues that cognitive experience is a psychological basis of intellectual giftedness and a type of representation (i.e., how an individual sees, understands, and interprets what is going on in the surrounding reality) is a proto-phenomenon of intellectual life of a person. The essay critiques existing approaches in psychology of giftedness, introduces the authors' own approach, and presents an exploratory experimental psychological study comparing 43 "gifted" male 9th and 10th graders with 34 "average" high school students in physics and mathematics. In comparison with average Ss, gifted Ss' representations of reality as a whole consisted in the predominance of categorical cognition. Gifted Ss were also distinguished by more complex and rich conceptual representations and by more developed intellectual control. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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- Entre 1900 y 1999 (2)
- Entre 2000 y 2026 (3)