Su búsqueda

Summarizes problems and controversies in gifted education that center around the way giftedness is defined, identified, and accommodated in special programs. It is noted that gifted education exists within a broader system of categorical funding for special programs predicated on the assumption that students can be sorted out according to special instructional needs and that equitable education need not be the same for all children. Several questions are examined regarding the nature of equity and of giftedness, the effectiveness of gifted education programs, and the selection systems by which children are placed in them. Attention is given to some of the prominent logical and empirical flaws in the practice of gifted education and how gifted education might be improved. The authors do not argue that gifted education should be abolished, but that it should be reconceptualized. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Addresses issues surrounding giftedness and exceptional talent (G/ET) in the cognitive or intellectual domain during infancy. The authors are writing as developmental psychologists with a research focus on early cognition. The extant literature on the prediction of cognitive and intellectual status from infancy is reviewed. By reviewing some of the traditional approaches for studying early manifestations of G/ET, the authors aim to turn readers' attention to current approaches to developmental causation. It is argued that these approaches provide a more accurate account of developmental processes and determinants than the traditional nature–nurture dichotomy. Furthermore, these approaches call for consideration of developmental course in the empirical investigation of emergent phenomena, and that the future of research on the development of G/ET will require an intensive longitudinal approach. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

At what age should talent or giftedness be considered seriously? What happens when child prodigies grow up? What environmental characteristics are needed for talent to develop into genius? In this book, developmental, educational, cognitive, and professional psychologists find answers to these and explore other questions about the nature of creativity and domain-specific expertise (e.g., social giftedness, visual arts) and how psychology and other cognitive sciences have contributed to understanding of high ability across the life span. The debate about giftedness is extended into the realm of multiple intelligences and their environmental context. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: jacket)

Goes beyond the application of the construct of multiple intelligences to giftedness within a developmental framework of a giftedness matrix. The concepts of intelligence, giftedness, prodigiousness, precocity, expertise, and creativity are discussed. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)

Reports unexpected findings regarding the nature of expertise and explores the implications for explaining and nurturing creative giftedness in adult professional and semiprofessional artists and nonartists. A brief description of the original investigation precedes the focus on the qualitative differences that emerged among the various levels of expertise. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Focuses on children who are intellectually or academically precocious, recognizing that intelligence represents one part of the spectrum of abilities. The authors argue that life-span research with gifted children can profitably start very early, both to contribute to knowledge about normal development and to understand the origins and enhancement of high competence. The authors review ways in which the inclusion of gifted children can contribute to research in developmental psychology by identifying optimal conditions of development, the origins of achievement motivation and creativity, and the contributions children make to molding their own experiences. The parental and environmental supports appropriate to the gifted child's individual and fluctuating maturity levels are also discussed. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Notes that Vygotskian theory focuses on the development of verbal–conceptual abstract thought and the primary role language plays in mediating thought and behavior as well as in interpreting experience. The author uses Vygotskian theory as an explanatory framework for interpreting the development of the case of a high-IQ child (M. J. Morelock, 1991). Between ages of 3.7–4.5 yrs, the child experienced a cognitive leap in her capacity for abstract thought, as was inadvertently documented through successive Stanford-Binet L–M testings at those 2 ages. Accompanying the cognitive changes was a period of intense existential questioning and marked emotional turmoil. The chapter examines elements of Vygotsky's sociohistorical developmental theory. Excerpts from the case's developmental history are used to illustrate Vygotskian theoretical elements and in which implications for future research are explored. Implications of this case study for conceptualizations of giftedness are discussed. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Reviews the implications of conceptions of individual differences in development and of giftedness for generating hypotheses about the development of giftedness in childhood. Research designs that dominate current longitudinal study of the development of giftedness are described, and their limitations for testing new hypotheses are noted. Examples from the author's own research and other studies that suggest a better strategy for designing developmental studies of giftedness are presented. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

This chapter begins with an overview of the historical relationships between the intelligence testing movement and the corresponding dominance of the IQ definition of giftedness that has evolved. Then a sample of representative definitions of giftedness reflecting changing conceptions of intelligence during the last 3 decades is used to illustrate the range of variability in current thinking. Finally, the chapter includes a review of the issues underlying discussions of the value or relevance of the various definitions and a summary of promising developments in the research on gifted children and adults that may inform practice in identifying and providing appropriate educational interventions. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: chapter)

Cognitive development that is measurably advanced beyond peers, agemates, or cohort group suggests exceptional cognitive ability or intellectual giftedness. Yet both the possibilities for intellectual growth beyond a modal point in young adulthood and a way to measure advanced cognitive development are required to determine cognitive abilities in middle and older adulthood. The current conceptualization of relativistic thinking could fulfill these 2 requirements and, in doing so, also could address the issue of cognitive giftedness across the life-span. Two studies were undertaken to address life-span development of relativistic thinking. In Study 1, 64 adolescents (mean age 14.6 yrs) completed the Preformal, Formal, or Postformal–Relativisitic Thinking Test (PFPR). In study 2, Ss (aged 12–82 yrs) completed a multiple-choice word vocabulary test using words from the Wechsler Adult Intelligence Scale. The Piagetian perspective was assessed with PFPR and 2 problem situations used in study 1. The Perry Scheme was assessed with the Measure of Intellectual Development. Results of this study do not support the idea that throughout life verbal giftedness is associated with improved reasoning ability. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Presents a developmental perspective on social giftedness. It is argued that by using a theoretical approach that acknowledges both the various specific forms of human intelligence and the general influences on the development of children's thought and knowledge, a view of social giftedness emerges that can increase our knowledge of the what and the how of social expertise. After a short history of social intelligence and an examination of the state of knowledge of giftedness in the social domain, the contributions of developmental and modular theories of mind to understanding social giftedness are presented. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

This handbook provides a comprehensive account of what intelligence is, how it is assessed, how it develops, and how it affects society and its institutions. The 9 parts of the book deal with different aspects of intelligence, including measurement, development, group differences, biological issues, relation to information processing, testing and teaching, society and culture, and associated constructs. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: preface)

The author argues that intelligence as measured by traditional intelligence tests has only a limited value for the prediction of professional success. Successful intelligence assumes as essential components analytical abilities, creative abilities, and practical abilities, including tacit knowledge. Adding tacit knowledge in particular markedly increases prediction of professional success. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: introduction) Topics include: the concept of successful intelligence (what is successful intelligence, intelligence vs successful intelligence); components of successful intelligence (analytical abilities, creative abilities, practical abilities); and putting together the three aspects of successful intelligence. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

The author focuses on a domain closely related to social competence, namely moral excellence. The author proposes a solution to the problem of moral excellence by definition leading to moral tyranny. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: introduction) Topics include: the nature of morality; moral excellence (moral excellence in L. Kohlbergian terms, A. Colby and W. Damon's empirically-based answer, reasons for doubting Colby and Damon's answer: controversial moral heroes, F. J. Mönks answer: love as the need to give); the case of R (R as a man of high moral standing, R as a bloodthirsty tyrant, the Kohlbergian criterion: did Robespierre reach stage 5, the Colby and Damon criterion: was there a unity of personal and moral goals, the Mönks criteria: was Robespierre motivated by love, preliminary conclusions, was Robespierre morally inconsistent); the hazards of untamed moral commitment (excessive moral emotionality: aggression and guilt-proneness); in search of moral excellence: beyond the fusion of goals (taking a meta-moral perspective as an antidote against moral absolutism, development of a meta-moral perspective). (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

This volume presents new theoretical perspectives and empirical findings on the life-span development of talent. It shows how talents are the result of the acquisition of a sequence of skills and how the acquisition of these skills is facilitated by changes in the individual's environment. It explores to what degree the development of high intelligence or achievement is similar to the development on specific domains such as personality, morality, painting, musical performance, or professional skills. It questions whether the development of talent observed for specific groups is similar to individual cases and how the different numbers of exceptionally talented women and men in several domains are to be explained. Important shifts are made away from traditional perspectives on the development of talent. Talents are no longer viewed as just a matter of stable individual differences in potential or performance and considerable efforts have been made to overcome the classical nature–nurture dichotomy. Instead, development of talents is currently examined in close relation to changing support, changing constraints and changing tasks. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: cover)

This guidebook educates parents and teachers about important gifted issues such as working together, evaluating classroom programs, forming parent support groups, choosing appropriate curriculum, meeting social and emotional needs, and more. The information and advice provided make this an ideal resource both for those just starting in the gifted field as well as for those who are seasoned veterans. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: cover)

"Global Professionalism and Perceptions of Teachers of the Gifted" / Alexinia Y. Baldwin, Vialle Wilma and Catherine Clarke "Families: The Essential Context for Gifts and Talents" / Joan Freeman "Identifying and Educating Poor and Under-represented Gifted Students" / James H. Borland and Lisa Wright "Counseling Gifted Students" / Nicholas Colangelo and Susan G. Assouline "Underachievement in Gifted Children and Adolescents: Theory and Practice" / Willy A. M. Peters, Helga Grager-Loidl and Patricia Supplee "Attention-deficit/hyperactivity Disorder in Gifted Students" / Felice A. Kaufmann and F. Xavier Castellanos "Gender Differences in Engineering and Physical Sciences Among the gifted: An Inorganic-Organic distinction / David Lubinski, Camilla P. Benbow and Martha J. Morelock "Guiding Gifted Girls and Young Women / Barbara Kerr "Inclusive Education for Gifted Students with Disabilities" / Carolyn Yewchuk and Judy Lupart (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)

'National/Provincial Gifted Education Policies: Present State, Future Possibilities" / R. A. Rudnitski "Changing Paradigms for Gifted Education in the United States" / J. J. Gallagher "A Study of Education for High Ability Students in Canada: Policy, Programs and Student Needs" / J. A. Leroux "Gifted Education in Europe: Programs, Practices, and Current Research" / R. S. Persson et al "Russian Gifted Education in Technical Disciplines: Tradition and Transformation" / E. L. Grigorenko "Middle-East Region: Efforts, Policies, Programs and Issues" / T. Subhi and N. Maoz "Psychological Research on and Education of Gifted and Talented Children in China" / S. Jiannong and Z. Zixiu "Programs and Practices for Identifying and Nurturing Giftedness and Talent in Asia (Outside the Mainland of China)" / W.-T. Wu et al "Programs and Practices for Identifying and Nurturing Giftedness and Talent in Australia and New Zealand" / E. J. Braggett and R. I. Moltzen "The Status of Gifted Child Education in Africa" / C. A. Taylor and S. J. Kokot "Programs and Practices for Identifying and Nurturing Giftedness and Talent in Latin American Countries" / E. M. L. Soriano de Alencar et al (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)

"A Multidimensional Framework for Synthesizing Disparate Issues in Identifying, Selecting, and Serving Gifted Children" / Robert J. Sternberg and Rena F. Subotnik "The Study of Giftedness: Reflections on Where We Are and Where We Are Going / Franz J. Mönks, Kurt A. Heller and A. Harry Passow (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)

"Identification of Gifted and Talented Youth for Educational Programs" / John F. Feldhusen and Fathi A. Jarwan "Dynamic Assessment of Gifted Students" / Lannie Kanevsky "Early Identification of High Ability" / Christoph Perleth, Tanja Schatz and Frank J. Mönks "Prediction of Excellence in School, Higher Education, and Work" / Günter Trost (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)