Su búsqueda

This text was prepared as an introduction to the exciting field of gifted education. It is suitable for college undergraduate and graduate readers, for in-service teachers in elementary or secondary schools, for school psychologists, counselors, and administrators, and for parents of those bright but often bored and ignored gifted children and adolescents. The text provides an introduction—sometimes an in-depth one—to virtually all aspects of program planning and development, from (a) formalizing a statement of philosophy, rationale, goals, and objectives, to (b) identifying students, (c) outlining theory-based acceleration and enrichment activities, and (d) evaluating the ongoing to completed programs. Often, specific rating forms and questionnaires for identification or evaluation are presented as models that may inspire the creation of specific, program-relevant instruments. Also, lists of philosophy and goal statements, enrichment strategies, acceleration plans, strategies for teaching creative and critical thinking, and other central matters are described. Curriculum models that direct program planning and models that guide program evaluation also reviewed. In most cases, an underlying theory, or at least a good rationale, accompanies the strategies and suggestions. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: preface)

This book has been compiled to examine the nature of various patterns that influence the development of talent in children and young adults. The selections focus on the role of the home, the self, and the schooling process and on the extent to which each informs the talent development process. Neither prospective nor retrospective studies of giftedness account fully for the complex path to high-level talent development and adult eminence. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: introduction) "Patterns of Influence on Gifted Learners" will be a valuable resource for courses in the education of the gifted, and for in-service teachers, parents, educators, advocates for the gifted, and other professionals in the field. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: cover)

chronicles the major problems in administering effective school-based programs for gifted learners [the author] asserts that the field has failed to unify around sound program and curriculum methodologies, but rather has dilettantishly sought to pursue each new model, gimmick, or idea that crossed the educational landscape (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: book) comparison to other areas of special education program planning based on student need identification of the gifted proliferation of categories of giftedness (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

Using first-hand experiences and case studies from practitioners in a wide variety of settings, "Advances in Art Therapy" explores new and innovative developments in applications, methodology, and training. Many of the topics have never before appeared in any book. Art therapy has expanded far beyond its original applications in psychiatric treatment settings and schools for the emotionally disturbed or mentally handicapped. A significant addition to the field, "Advances in Art Therapy" will prove invaluable to art therapists, therapists who use art therapy in their work, psychologists, psychiatrists, counselor, teachers, and students. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: jacket)

this chapter will explore the incidence of artistic giftednes in multiply handicapped children concentrate upon visual artists who have developed the capacity to draw, paint, or sculpt with uncommon ability two case examples will be discussed with the emphasis placed upon aesthetic, therapeutic, and ethical considerations literature review (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

the intriguing group of conditions to be described pose many nosological questions / a perplexing variety of names have been assigned to them by successive workers is there a single syndrome with a common etiology but with different clinical manifestations, or are we concerned with a group of conditions sharing some features but possibly differing in causation and outcome are these childhood disorders continuous with the adult personality disorders are the conditions to be thought of . . . as pervasisve developmental disorders beginning in childhood . . . or are they more helpfully regarded as personality disorders what, if any, are the genetic links between this group of disorders and the schizophrenias on the one hand and early infantile autism on the other, conditions so far regarded as genetically distinct are the conditions that concern us here to be ascribed to personality or developmental traits, to categorical features, or to a mixture of the two what if any are the relationships of schizoid and schizotypal features in childhood with special giftedness, inventiveness, or genius what is the relationship between these disorders and aggressive and antisocial conduct in childhood and adult sociopathy (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

This book is designed to present knowledge that has accumulated from empirical research and from experience in the field to teachers in regular classrooms, i.e., to the "end-of-the-line-user." The choice of topics and the structure of the book reflect its goals. The book is divided into two sections. The first is devoted to presentation of the 4 X 4 model of giftedness that I have developed, the three guiding principles for teaching gifted and talented children in regular classrooms, computer application programs in gifted education, and a unique administrative arrangement that combines the pull-out and mainstreaming approaches. In the second section of the book the emphasis shifts from general principles to research and practice in specific subject matter areas: the language arts, science, mathematics, social studies and foreign languages. This book is written for educators of the gifted and talented—teachers, counselors, educational specialists, and administrators—and for college and university students who plan to work in this field. It may be read with profit by professional workers in other specialized areas of special education, by the parents of gifted and talented children, and by those interested in education in general. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: preface)

provides information about the nature of giftedness and how to identify gifted learners in regular classrooms definition of giftedness / a 4 x 4 structure of giftedness model / four categories of giftedness / general intellectual ability / specific intellectual ability / general original/creative thinking / specific creative talent levels of giftedness / the interrelationship of the categories and levels excellence three settings / school setting / family setting [genetics, socialization] / community setting intrinsically motivated behavior as a predictor of giftedness (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: chapter)

In short, intelligence needs to be defined socially (Doise and Mugny, 1984) so as to account for the origin of the social issues involved in its measurement, those 'natural' divisions (Moscovici, 1968) which persist even into socialist societies with their claim of classlessness. Rather than looking for the answer [the definition of intelligence] in the development of scientific conceptions of intelligence or of the workings of the intellect (see Sternberg, 1982; Fry, 1984a), we have deliberately chosen to investigate the social representations of intelligence, or in other words ordinary, everyday attitudes to intelligence, which are often less naïve than they appear. This approach is fully justified, given a recognition that conceptions of intelligence are actually social constructions, with a multiplicity of significances which, as we shall hope to show, are related to different social integrations. In the end, we should at least be in a better position to distinguish between myth and reality in the notion of intelligence (Salvat, 1976). We shall observe how a representation is constructed, similar to what we are accustomed to think of as the ideology of giftedness, and designed to domesticate the socio-cognitive unfamiliarity created by the differences in intelligence between individuals. It is a process, as we shall see, which implies some kind of information shortage and direct, significant experience of inter-individual differences of a sort typically found among parents (simply by virtue of being parents) and among teachers during the gradual process of socialisation into their chosen function. These are two of the adult socialisations—and we shall be looking at the others as well—which have a determining effect on the development of representations of intelligence. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: preface)

The field of developmental psychology is itself developing, growing and changing at a rapid rate. The chapters in this volume attest to the diversity of domains with which developmental psychologists are concerned and to the notion of development as a life long process. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: book) The contributions in this volume reflect the high level of research currently underway in many parts of the world in the area of developmental psychology, with ten countries from five continents represented in the book. The volume shows the extent to which theorizing and research is currently focused on different portions of the life span. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: publicity materials)

[book section covering several chapters] "Forms of Giftedness in Children and Adolescents: Current Results of a Longitudinal Study" / Kurt A. Heller and Christoph Perleth / based on the results from a longitudinal study, differences between gifted and normal students in West Germany are discussed "A Follow-Up Study of Gifted Children, with Special Attention to Girls" / Di Bretherton and Ingrida Liepins / reports on a study of nine girls who were identified as being gifted (IQ greater than or equal to 130) in early childhood, and followed up after a period of approximately six years "The Effect of Grade Repetition on the Academic Performance and Social/Emotional Adjustment of Infants and Primary Students" / Dianna Kenny / examined the effects of repetition on the academic performance and social/emotional adjustment of students in grades one to five "The Effect of Three Remedial Strategies on Two Groups of Pupils" / Elisabeth Sander / examines the impact of three remedial strategies on learning of a specific mathematical task, used with children of higher and lower intelligence "Social Intelligence as a Factor Contributing to the Personal Competence of Mentally Retarded Adolescents " / Jane L. Mathias / the importance of social functioning is . . . evident among intellectually disabled young people / social skills are taken as an important defining quality of mental retardation / while supporting a distinction between social competence and adaptation, she casts doubt on the adequacy of a well-accepted model of social intelligence (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: book)

Investigated the internal reliability and construct validity of a spiritual gifts inventory (SGI) by D. L. Hocking (1975) in a study of 72 evangelical church members (aged 19–35 yrs). The SGI contains 14 subtests that measure unique behavior domains and spiritual gifts (e.g., prophecy, teaching, exhortation). Results indicate that the SGI lacked the construct validity implied by Hocking. In addition, the SGI did not demonstrate overall satisfactory internal reliability. Findings question the ability of the SGI to measure 14 distinct spiritual gifts. (PsycINFO Database Record (c) 2019 APA, all rights reserved)

Studied the role of self-esteem in giftedness. Human subjects: 57 normal male and female Polish adolescents (secondary-level art school students). 74 normal male and female Polish adolescents (general secondary school students). Tests used: A Polish version of the Creativity Self-Report Scale (J. F. Feldhusen et al, 1965). (English & Russian abstracts) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

80 college students read about a child described as male/female, "gifted"/"average," and gender-typical/gender-atypical in academic interests; they then responded on 30 adjective scales. Compared with children labeled "average," children labeled "gifted" were seen as closer to "odd" than to "fits in well." Gender-atypical boys were considered more odd and gender-atypical girls were rated less odd than were gender-typical children, regardless of giftedness. There was no additive negative effect of being both gifted and gender-atypical. Ss described gifted and gender-atypical children differently; some overlap existed between adjectives used to describe these children. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Suggests 2 areas for research and development in educating high-ability children. They include (1) what kinds of education and socialization opportunities are needed to transform potential into performance and (2) how to identify and nurture giftedness in "disadvantaged" populations. Other topics for research include curriculum issues, identifying the gifted, components of general education, acceleration and enrichment, affective needs, underachievement, and equity and excellence. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

200 children, who were followed from birth until 7.5 yrs of age, were used to determine the ability of the Bayley Scales of Infant Development (BSID) to predict children who would be considered intellectually gifted. At 7.5 yrs of age, 36 Ss had Wechsler Intelligence Scale for Children—Revised (WISC—R) verbal, performance, or full scale IQs greater than 135 and were called gifted. On average, gifted Ss walked 0.7 mo earlier and spoke 2-word sentences 2.2 mo earlier than the nongifted group. Of the 36 Ss who later proved to be gifted, only 2 had BSID IQs>134. Of the 4 Ss who had BSID IQs>134, 2 maintained their superior function but 2 did not. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Tested a method for determining musical-linguistic ability and level of musical giftedness. Human subjects: 148 normal Russian adults. Ss had to answer music theory questions on musical note paper. Ss were judged based on their test responses and on teachers' assessments of Ss' test responses. (English abstract) Developmental. Educational level(s) of subjects: Institutions of Higher Musical(-Pedagogical) Education. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Reviews different dimensions of definitions of the giftedness construct (GC) and argues that the GC should be defined in terms of aptitudes, traits, and/or behaviors if used to make decisions and label children. The GC should be grounded in theory, selection instruments (SIs), and empirical generalization. The theory or set of values producing the GC should respect the needs of children and lead to effective programs. Decisions about SIs and selection procedures should follow from the construct rather than the reverse. The validity of the GC and of SIs employed in connection with the GC require constant evaluation. (French, German & Spanish abstracts) (PsycINFO Database Record (c) 2018 APA, all rights reserved)