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Discusses socioculturally promoted biases against the education of gifted females and the disparity between male and female representation among the illustrious. The perspectives of gifted women including L. S. Hollingworth (1914, 1926), M. C. Thomas, and men such as John Stuart Mill (1869) supporting the advocation of educational equity are contrasted with those of men such as Sir Francis Galton (1870) and E. Clarke (1873) whose scholarly propositions provided "scientific proof" that females were intellectually inferior, providing an "acceptable" discriminatory basis for hindering women from the attainment of eminence. A newer, more equitable definition of giftedness focuses on the inner experience of the gifted person throughout the life span, and on how gifted women define success. The developmental aspects characteristic of giftedness, viewed as less culturally biased than achievement, are discussed. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
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Suggests that the lens through which the gifted Self sees the world is at once complex and vividly intense. Giftedness is seen as a ground of experience that differs significantly from the norm. Just as developmental delay produces lifelong effects on social and emotional development, academic achievement, home life, response of the community, and career goals, developmental advancement exerts a profound impact on the Self, permeating all facets of a person's life in childhood and adulthood. Children with significant developmental differences in either direction require modifications in parenting, teaching and counseling in order for the Self to be fully realized. Because their abstract reasoning abilities enable the gifted to compensate, true disabilities and disorders are often masked, while typical behaviors of the gifted may be misinterpreted. Diagnosticians, school psychologists, therapists and educators need to be aware of the characteristics of giftedness in order to recognize what is atypical for this population, rather than comparing gifted individuals with the general population. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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Demonstrates that the cognitive complexity and certain personality traits, such as heightened moral sensitivity, of the gifted create unique experiences and awareness that separate them from others. This awareness is demonstrated using a combination of clinical observations and theoretical propositions from case examples. A central feature found to be part of the gifted experience is their moral sensitivity, essential to the welfare of the entire society, yet making them vulnerable to environmental exposure. These inner qualities of the gifted are overlooked in most of the formulations of giftedness and talent. Giftedness defined as asynchronous development, a phenomenological approach, focuses on the inner world of gifted children and stresses their vulnerability in society. The need to understand the relationship between abstract reasoning, complexity, moral values, and the evolution of society is stressed. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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Perfectionism is the most misunderstood aspect of the personality of the gifted. The psychological field characterizes it in extremely negative ways, which may be counterproductive to the development of the gifted individual. There are positive as well as negative aspects of perfectionism, depending on how it is channeled. As one gains higher consciousness, perfectionism becomes a catalyst for self-actualization and humanitarian ideals. K. Dabrowski's theory allows us to see how perfectionism changes inform at different levels of development. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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Describes the life and contributions of L. S. Hollingworth (1886–1939), one of the founders of education for gifted students. Hollingworth's battle against the "variability hypothesis," which posited that there were fewer retarded or gifted females than males because of females' limited range of ability, is discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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Notes that the development of the feminine appears to be central to the full development of giftedness in both men and women. Patriarchal values have overemphasized the masculine aspect without providing the balance of its feminine counterpart. This article outlines a series of phases in the development of the feminine: bonding, orientation toward others, cultural adaptation, awakening and separation, the development of the conscious feminine, empowerment, spiritual development and integration. The way in which gifted women relate to each of the phases is described. Appropriate therapeutic interventions are suggested for each phase. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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After noting that there are new norms that discriminate against the gifted and new conceptions of giftedness, the authors recommend that the Stanford-Binet Intelligence Scale (Forms L and M) continue to be used to assess preschool-aged and developmentally disabled children, and children who have difficulties with motor speed. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
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This article provides descriptive data on families of 38 children (aged 3–13 yrs) who scored above 170 IQ on the Stanford-Binet Intelligence Scale (Form L-M). The families participated in one of two support groups that were formed in Maine and Colorado for parents of exceptionally gifted children. A brief description of the children is presented, followed by a description of the parents: their socioeconomic status, occupations, education, interests, family values, and evidence of giftedness. The remainder of the article describes the impact of the extraordinarily gifted child on family life and the specific issues these families face. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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Developed a checklist to assist parents in identifying gifted young children. The checklist identified 16 characteristics associated with giftedness, including problem-solving and rapid learning abilities, extensive vocabulary, good memory, long attention span, sensitivity and compassion for others, perfectionism, and perseverance in areas of interest. The checklist was refined on the basis of several research studies and printed in a major daily newspaper. 21 parents who felt that their children fit the descriptors in the article brought their children to an assessment center where they were tested with the Stanford-Binet Intelligence Scale (SBI). Results indicate that 66% of Ss tested were found to be in the gifted range on the SBI. Those Ss who fit the checklist characteristics but tested below the gifted range had all had ear infections in the 1st yr of life, and 75% of these Ss had experienced chronic ear infections. Findings indicate that parents are capable of identifying exceptional behavior in their children. Early identification by parents, supported through professional testing, could lead to appropriate early intervention. (41 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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Entre 1900 y 1999
(9)
- Entre 1980 y 1989 (3)
- Entre 1990 y 1999 (6)