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Resultados 13 recursos
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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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Helps psychologists and educators (1) see a clearer picture of moral principles and their relationship to brainpower; (2) appreciate more fully how giftedness carries with it potential for evil as well as good; and (3) explore the possibilities of interweaving "duties of the heart" with brilliance of the mind. Topics discussed include origins and applications of moral code; subjectivity in defining morality; some ideational visions of morality; the compatibility of giftedness and morality; extra cautions in interpreting relevant evidence; and teaching moral values to the gifted and the non-gifted. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)
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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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Looking at theories of giftedness and creativity through the framework of open systems theory is a way to examine diverse components in a different light. The ecosystem metaphor is used in this chapter to describe elements from a variety of theories related to gifted and creative behavior and production. The author of this chapter uses systems theory to identify commonalties in a network of related constructs, theories, and models, many of which are influential in the field of gifted education. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: chapter)
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Uses chaos theory to portray the human brain-mind as a nonlinear dynamic system. From this perspective, small influences on a far-from-equilibrium system can promote a transition to higher levels of self-organization. The author also makes the case that chaos theory can incorporate a broad range of phenomena pertinent to understandings of creativity and giftedness. (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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Uses a broad-scope model to summarize, categorize, and integrate a large number of constructs pertaining to creativity and giftedness. These constructs include much of the literature in the domains of creativity and giftedness, some recent developments in cognitive science and neurophysiology, and some theories drawn from diverse disciplines. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: chapter)
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Proposes a method for integrating theories of giftedness and creativity, making the case that the latter should subsume the former. The author also uses the construct of world view to categorize theories into organismic and mechanistic theory "families." Finally, the author claims that using the organismic world view provides a macro framework that can ease the resolution of incompatibilities among the theory families. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: chapter)
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Borrowing from cognitive-science research, the authors of this chapter use comparisons of novices and experts to illuminate the nature of giftedness. They use research findings on flexibility, metacognition, and knowledge organization to clarify processes that promote development from novice levels to expert levels in a domain. Recommendations for theory-building conclude this chapter. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: chapter)
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Connects creativity with recent research and theory on cognition and metacognition. More specifically, the authors highlight some common processes used by creative people and individuals of high cognitive ability, and show how these commonalties can reshape conceptions of optimal mind development. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: chapter)
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"Conceptual Foundations and Theoretical Lenses for the Diversity of Giftedness" / L. M. Cohen et al "Theory and Research on Curriculum Development for the Gifted" / J. VanTassel-Baska "The Schoolwide Enrichment Model" / J. S. Renzulli and S. M. Reis "Instructional Psychology and the Gifted" / H. Gruber and H. Mandl "Education and Development of Verbally Talented Students" / P. Olszewski-Kubilius and S. P. Whalen "Nurturing Talents/Gifts in Mathematics" / W. Wieczerkowski et al "Talent Development in Science and Technology" / M. C. Pyryt "Promotion of the Gifted in Vocational Training" / R. Manstetten "Giftedness: The Ultimate Instrument for Good and Evil" / A. J. Tannenbaum "New Trends in Research on Moral Development in the Gifted" / A. Pagnin and O. D. Andreani "Programs and Strategies for Nurturing Creativity" / A. J. Cropley and K. K. Urban "Developing Gifted Programs" / S. M. Moonand H. C. Rosselli "Academic Competitions and Programs Designed to Challenge the Exceptionally Talented" / J. R. Campbell et al "Evaluation as a Critical Component of Program Development and Implementation" / C. M. Callahan "Cross-cultural Studies in Gifted Education / L. Hernández de Hahn (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)
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