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Reviews the literature on child prodigies and comments on the paucity of studies on giftedness in very young children. Despite the various shortcomings of IQ testing, published research overwhelmingly equates giftedness with high IQ scores, and these are the only data presented in the literature on symptoms of precocity among infants and toddlers. Given that giftedness develops through an array of unique efforts by a caretaker (e.g., parent) who cares for the child's special qualities and takes steps to accelerate their ripening, longitudinal research would make it possible to determine the staying power of early signs of excellence provided that caretaking practices could also be enriched and monitored systematically. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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[provides] an account of the state of the art [of the study of giftedness] / he feels that it is too early to draw definitive conclusions from reported research, but the outcomes are exciting enough to warrant replication and further study / his description of young prodigies raises some intriguing questions concerning popular beliefs about the nature of giftedness and how to identify it in children (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: preface)
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is infancy a developmental period when we might hope to make a reliable identification / are there reasons to think that the preschool period after infancy is better / how long a "developmental view" might one take about the identification of gifted and talented individuals and fostering their development / how do issues of identification relate to a developmental view that is informed by a life-span perspective / can giftedness manifest itself and develop at any age, or is its emergence restricted to a particular age or ages / does early identification mean we can reliably predict later development (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: chapter)
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propose that precocious reading is a phenomenon worth considering both because it is an important form of giftedness in young children and because analyses of precocious reading can contribute to the development of general theories of cognitive development, giftedness, and reading acquisition origins of precocious reading ability [family characteristics; parents' attitudes and behaviors; parent–child interaction patterns; books, toys, and television; gender; cognitive and personality characteristics; effects of early formal instruction] / structure: what reading skills do precocious readers have / predictive significance of precocious reading achievement (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: chapter)
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examine the ways in which the development of moral reasoning may be encouraged and its relation to ultimate behavior [in gifted children] (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: chapter)
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our conception of giftedness differs from many conventional ones in three key ways / [examine] the cognitive . . . including both personality and motivational aspects of the psyche as integral parts of giftedness / [suggest] that a major determinant of whether a child is labeled gifted does not depend on the child at all, but rather upon the environment in which the child develops and is evaluated / our model is neither a strictly additive one nor a multiple-threshold one: rather it is an interactive one / the six facets of our model are aspects of intellectual processes, knowledge, intellectual style, personality, motivation, and context (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: chapter)
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Tipo de recurso
- Book Section (5)
- Journal Article (1)
Año de publicación
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Entre 1900 y 1999
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Entre 1990 y 1999
(6)
- 1992 (6)
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Entre 1990 y 1999
(6)