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Discusses issues related to the theory, methods, and validity of cognition research and its approach to the understanding of intelligence and giftedness. Previous research issues, including ecological validity, and current approaches, including metacognition, structural learning, and developmental and Piagetian studies are described. It is concluded that metacognitive research will lead to new meanings of giftedness in cognitive and academic terms. (23 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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Discusses the important qualities required of teachers of gifted children, as well as new teacher training strategies. Particular attention is given to professional training norms established by the Professional Training Institute of the National Association for Gifted Children (US). Critical remarks are also made concerning the risks of overly restrictive research programs related to giftedness. (5 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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A mathematical set-breaking task was used to examine the cognitive flexibility and planning of 19 school-identified gifted students and 11 average students in Grades 5 and 6. Gifted Ss tended to have more metacognitive knowledge (MCK) than average Ss regardless of problem-solving speed, and gifted Ss who were faster at problem solving had more MCK than gifted Ss who were slower. These intra- and intergroup differences may be useful in understanding the nature of giftedness and the ways in which gifted students' thinking differs from that of others. (PsycINFO Database Record (c) 2019 APA, all rights reserved)
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Reports an error in the original article by A. Dover and B. M. Shore ( Gifted Child Quarterly, 1991[Spr], Vol 35[2], 99–205). The water-jar quantities for Problems 6 and 7 in Table 1 were inadvertently reversed. The correct quantities for these trials are provided. (The following abstract of this article originally appeared in PA, Vol 78:27007.) A mathematical set-breaking task was used to examine the cognitive flexibility and planning of 19 school-identified gifted students and 11 average students in Grades 5 and 6. Gifted Ss tended to have more metacognitive knowledge (MCK) than average Ss regardless of problem-solving speed, and gifted Ss who were faster at problem solving had more MCK than gifted Ss who were slower. These intra- and intergroup differences may be useful in understanding the nature of giftedness and the ways in which gifted students' thinking differs from that of others. (PsycINFO Database Record (c) 2019 APA, all rights reserved)
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Discusses research on the relation of metacognition to giftedness. At Yale University, R. J. Sternberg (1980, 1983, 1984, 1985) and his colleagues have developed an original "triarchic" theory of intelligence and a subtheory of insight. It is maintained that interactions among the elements of the triarchic theory explain giftedness. The question of whether giftedness is a subset of intelligence or vice versa remains controversial. (PsycINFO Database Record (c) 2019 APA, all rights reserved)
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The giftedness and career-choice literatures have traditionally spoken in different terms about the same phenomenon, multipotentiality. Multipotentialed individuals have numerous and diverse abilities and interests. Appropriate interventions are necessary to help them cope successfully with the abundance of career choices available to them. This review links the giftedness and career-choice literatures through a discussion of the concept of multipotentiality and explores ensuing practical implications and challenges to the overall idea. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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Borrows from the field of cognitive psychology to illustrate the use of protocols to understand giftedness and high level thinking during problem solving in an advanced secondary school physics course, and in how mothers interacted with their preschoolers in ways that might help build on their problem solving skills while carrying out a building task with blocks. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: create)
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explore thinking processes as an important component of a contemporary conception of giftedness and its development / address four issues related to thinking processes and giftedness: first, some of the principal ways in which the thinking processes of gifted persons differ from those of other people, with a focus on recent and ongoing research into cognitive processes; second, . . . evidence to link the intellectual performance of very young children to the higher level thinking observed in older children and in adults; third, and briefly, the nature and success of programs intended to train people to think in these ways and thereby to enhance their intellectual abilities; and fourth, some concluding thoughts about broader educational implications (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)
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- Book Section (2)
- Journal Article (6)