Buscar

[discusses] 4 topics . . . related to the identification of the gifted: (a) stratification of the concept of identification (recognition, determination, verification); (b) cybernetic modelling of identification (identification as process diagnostics); (c) methodological problems of identification (especially the value of teachers' and parents' assessment); and (d) individual and social consequences of labeling (positive and negative experience) (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

the modern information-processing approach to giftedness suggests a new basis for the classical intelligence vs creativity distinction / it is suggested that, although intelligent people deal with novelty quite efficiently if they have to, they do not deliberately seek out such situations / creative people, on the other hand, are more willing to confront novel tasks, and enjoy tackling them, even though the efficiency with which such tasks are performed is moderate / this thesis is illustrated with experimental evidence [from university school candidates and students and 9th graders], and serves to suggest some new procedures concerning identification of the gifted and stimulation of the human intellect potential (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

[reports on studies conducted to clarify aspects of the interrelation of strategy use, metamemory, and giftedness] / purpose of study 1 was to investigate whether typical findings on metamemory and strategy use in normal samples can be found in gifted children as well / [Ss were 217 2nd graders and 268 4th graders] study 2 was planned as an intensive study (single experimental sessions) of the strategy behavior and metamemory of [2nd and 4th graders] of different levels of giftedness study 3 [examined] whether (transfer) effects of a metamemorial intervention depend on the level of giftedness [Ss were the same as in study 1] (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

the study investigated stability vs instability of giftedness—identified by advanced cognitive competence—from early childhood (C) to early adolescence (A) / data stem from a longitudinal project conducted in Vienna (Austria) / 4 groups [children gifted in C, gifted in A, gifted in both, and gifted in neither] were compared in different cognitive tasks, school grades, and task commitment / biological risk factors and psychosocial conditions were analyzed to explain differences in the developmental pathways (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

This collection of 6 case studies provides a longitudinal account of the development of children who can be variously described as gifted in the visual arts. We use this term in a very broad sense that includes those who as young adults choose art as their major vocation, as well as children who show an early fascination with drawing, attested by their large output, intense interest and, at times, unusual facility in rendering objects naturalistically. The longitudinal accounts highlight significant individual differences in the personality and style of the young artists reviewed here, and also cast into sharp relief the different perspectives the authors bring to their narratives. The developmental profiles focus on a diversity of motivating factors that propel their Ss to explore their chosen artistic medium and acquires the techniques that enable them to give form to their particular view of the world. Beyond factors that seem to inhere in the child, authors address the impact of environmental forces, including the family, schooling, and diverse social, cultural, and economic factors. In bringing together this collection of cases, our aim was to sketch the variety of ways in which talented children develop their interest in the visual arts. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: introduction)

[book section covering several chapters] "Self-Concept of Gifted Students: Patterns by Self-Concept Domain, Grade Level, and Gender" / Nicholas Colangelo and Susan Assouline "Intelligence, Gender and Self-Esteem" / Fellyanka Stoyanova "Self-Concept of Chinese and Dutch Gifted and Non-Gifted Children" / Willy Peters, Hongli Ma, Franz Mönks and Guohua Ye "The Relationship Between Family Structure and Self-Esteem in Gifted Children" / Alper Sahin (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: book)

[book section covering several chapters] "Heredity and Giftedness: From Eugenics to Euphenics" / Andrew Czeizel "Nature, Nurture, and Intelligence (Synopsis)" / Robert Plomin "Metacognition and Achievements of Gifted Students" / Andrzej Sękowski "Advanced Reasoning in Gifted Adolescents: Stages and Strategies" / Ornella Andreani, Adriano Pagnin and A. Zanetti "The Figurative and Visual Metaphor: A Means or Basis of Creative Thinking?" / Wieslawa Limont "Cultivating Courage, Creativity and Caring" / James T. Webb "Temperament and Giftedness: American and European Perspectives" / Rebecca D. Geiger (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: book)

This book presents current research in theory and practice in the field of high ability. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: create) The contributions are grouped into 2 main parts—the 1st emphasizing an experimental context and the 2nd an educational and other applied contexts. In an introductory chapter the editors place the chapters in a common frame of interpretation, pointing to the numerous points of convergence as well as lines of future development in both research and practice. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: cover)

[book section covering several chapters] "Learning and High Ability: A Perspective from Research in Instructional Psychology" / Eric De Corte "New Directions for the Schoolwide Enrichment Model" / Joseph S. Renzulli "Nurturing Children for Adult Success" / Herbert J. Walberg "High Ability Students in Higher Education" / Frank De Mink "Teachers' Cognitive Processes of Identifying Gifted Students" / Ernst A. Hany (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: book)

[book section covering several chapters] "Vocational Giftedness: Evaluation of the BMBW's Program 'Promotion of Giftedness in Vocational Training"' / Rudolf Manstetten "Educational and Professional Biographies of Recipients of Grants" / Thomas Bals "Criteria and Instruments for Identifying Vocational Giftedness" / Heinz Holling, Klaus Wübbelmann and Heinrich Geldschläger (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: book)

[book section covering several chapters] "Deeper and Broader: The Pyramid of Talent Development in the Context of the Giftedness Construct" / Jane Piirto "Learning About the Nature of Gifts and Talents Through Peer and Teacher Nominations" / Françoys Gagné "Development of Social Giftedness and Gifted Personality in Context" / Cornelis F. M. van Lieshout "Talent in Sport: Significant Others in the Career of Top-Level Dutch Athletes" / Jacques H. A. van Rossum "Gifted Children's Early Years by Parental Interviews" / Maria Herskovits and Éva Gyarmathy (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: book)

[reviews] psychological conceptions of giftedness [and] operational definitions used by states and school districts / the current status of the field of education of the gifted is discussed, as are current issues in the field / promising alternate strategies for the future and new directions are mentioned, including the extension of services often reserved for gifted students to develop talents in all students (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

Despite tabloid headlines to the contrary, TV has no effect on children. "Effect" implies that TV does something to someone. Nothing could be further from the truth. Children take from TV. What they take, the manner by which they take, and what they do with that information once taken is up to the child. By the very nature of being extremely bright and precocious, intellectually gifted kids are particularly vulnerable to some media messages, well protected and insulated from others, and capable of learning more from yet other forms of TV than other children. Reading "Reclaiming the Wasteland" will give parents and teachers a greater awareness of their children's televiewing and offer a prescription for how to neutralize or avoid the more negative outcomes and maximize or accentuate the more positive ones. This book is based on the belief that TV viewing need not be a dysfunctional or mindless activity for gifted kids; it can and should be enriching, mind-expanding, instructional, and fun . . . if used correctly. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: cover)

draws on [the author's] research findings and clinical practice to address the psychological and sociocultural challenges faced by gifted women in their academic, personal, and professional lives / although these issues can seem overwhelming, many women have found ways to cope with and transcend pressures to be less than their best / utilizes 3 case studies to illustrate the attitudes, beliefs, and psychological skills that enhance women's resilience and empower them to participate more fully in the world (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book) women must cultivate not only their intellectual and creative capacities, but the psychological resilience that will enable them to overcome the constraints that have thwarted the expression of female giftedness / focuses on the concept of resilience because it holds the key to resolving this dilemma and changing . . . personal and public domains (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

provides an historical account of the ways in which the expression of women's talent has been shaped by the era in which they live / concentrating primarily on the last 2 centuries, [the author] traces the inroads and impediments to achievement of remarkable women in previous generations / documenting the ways in which women have been barred from attaining eminence, [she] questions eminence as an adequate gauge of women's giftedness / urges us to respect the untold nameless women who have laid the groundwork for gifted women today to be able to develop their talents (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)

although there are several women in the Old Testament who are exemplars of wisdom and reflection, there are 2 women who exhibit a reflective giftedness superior to the women and men of their times / Deborah, the only female of the 12 judges or leaders of Israel, used wisdom to deliver the Israelites from the Canaanites / Judith, a wise and thoughtful widow, was praised for lucid understanding, prudent counsel, and unfaltering courage as she beheaded an Assyrian king and restored peace to the Israelites in today's world exist cognitively gifted women who serve as exemplars of wisdom, reflective judgment, and intellectual giftedness / although deeds serve as testament to the gifts of the biblical women, current research in cognitive development and the application of the case-study method attest to the cognitive competence of 2 such contemporary women: Ss of this discourse—Deborah and Judith / presents social, historical, cultural, and educational information about their lives and how these experiences have influenced their reflective giftedness (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter) [examines] exceptional cognitive talent [of these women] / [the author's] qualitative study investigates the relationship between the highest levels of reflective judgment; intellectual disposition; and personal, educational, and life-related history (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)

My [the author's] theory is that the precursors of human intelligence lie in the human language capacity and human mental ability. Evolutionary pressure favors the interaction between the symbolic world of language and the mental world, leading to the creation of concepts. In this book I propose the notion of conceptual intelligence, that is, intelligence as a result of thinking and learning through concepts. . . . Here I trace the development of concepts, the growth of conceptual thought, and how conceptual thinking and conceptual learning make the human species intelligent and creative. This book is for general readers as well as for researchers in the field. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: preface)

Gifted children—children years ahead of their peers—have long inspired fascination, envy, fear, and rejection. Misconceptions about children with special abilities abound. In this . . . book, Ellen Winner uncovers and explores 9 myths about giftedness, and shows us what these children are really like. Using vivid case studies, Winner paints a complex picture of the gifted child. Winner uses her research with these and several other extraordinary children, as well as the latest biological and psychological evidence, to debunk the many myths about academic, musical, and artistic giftedness. [This book] also looks at the role played by schools in fostering exceptional abilities. Winner castigates schools for wasting resources on weak educational programs for the moderately gifted. Instead, she advocates elevating standards for all children and focusing our resources for gifted education on those with extreme abilities—children who are left untouched by the kinds of minimal programs we have today. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: jacket)

discusses the history of Puerto Rican female achievement and examines the experiences and perceptions of 2 adolescent girls who participated in an ethnographic study of culturally diverse high school students (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book) examines how family, school, community, and personal factors influence the academic achievement of gifted [urban] Puerto Rican females (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

"Remarkable Women: Perspectives on Female Talent Development" is [a] book to consolidate and expand existing knowledge about highly capable women and the internal and external forces that lead them to extraordinary adult accomplishment. The collected studies include women from a wide variety of backgrounds and talent domains whose paths to exceptional achievement illuminate the nature of female talent development and provide models to help more women fulfill their promise in adulthood. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: cover)