Su búsqueda

Resilience has recently become part of a shift in perspective in the psychology and education of children from high-risk environments. Many researchers point to the phenomenon of the resilient child and discuss the importance of identifying positive factors that lead to capacity and strength despite environmental traumas. Although there has always been much attention paid by the mental health field, as well as the media, education, and legal systems, to individuals who failed in life due to stressors, especially multiple stressors, in their environments, there has been limited research in identifying factors that promote certain individuals to succeed despite the odds. The purpose of this study was to explore and explain, through a case-study profile approach, the experiences of three self-determined, academically gifted, resilient individuals who overcame their stressed and negative environments to succeed in extraordinary ways. A particular focus of the study was to identify and isolate academic giftedness as a protective factor that has promoted resilience in such individuals and to highlight the importance of identifying academically gifted children who emerge from such environments, especially those that include economic disadvantage. The research undertaken for this project was of a qualitative nature, based upon the premise of emergent design. The investigation utilized an in-depth interview approach, and each case profile was developed in terms of family background, educational background and signs of giftedness, career success, environmental stressors, and protective factors. Conclusions of this study are that, especially to gifted individuals coming from multiple-stressor environments, school becomes a refuge and school success a necessary and self-validating experience. It is especially crucial to identify gifted children early when they come from such environments since that identification may be their single source of salvation. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

The effect of the mother's use of the term "gifted" was examined. Mothers who used gifted ("Users", n = 27), mothers who avoided using gifted ("Avoiders", n = 21), and their school aged children whom they identified as gifted were compared with mothers ("Comparison", n = 20) and their non-identified children using a structured interview and questionnaires. Mothers of gifted children believed giftedness ran in families and caused social problems. User mothers valued intelligence highly, placed less emphasis on hard work, were less satisfied with their child's school performance, and believed "gifted" described their children. Avoider mothers rated their child's school performance more positively and emphasized academic giftedness. When compared to Comparison children, Avoider children rated themselves as more scholastically competent on the Harter Self-Perception Profile for children while User children rated scholastic competence lower on the Importance Scale of that measure. Findings are discussed in relation to differences in the breadth of the mothers' conceptions of giftedness and use of "gifted", the belief that giftedness causes social problems, and the potential for misunderstanding between User mothers and children. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Statement of problem. The number of studies investigating the emotional adjustment of gifted adolescents is sparse in relation to studies devoted to younger gifted children. Furthermore, incongruent findings have characterized the body of empirical evidence, thus, stimulating the debate and exploration of the association of maladjustment and giftedness. The purpose of this study, therefore, was to compare the self-perceptions of emotional adjustment of academically gifted and nongifted adolescents from both a global and multidimensional perspective. The intent of this global-multidimensional approach, in part, was to explore the saliency of specific dimensions of adjustment in gifted adolescents and to increase the accuracy of the measurement of emotional adjustment. Method. The sample included 112 academically gifted and nongifted adolescents in a public high school (grades 9-12). The study employed the Self-Report of Personality of the Behavior Assessment System for Children to compare the two groups on the global Emotional Symptoms Index and specific indexes of adjustment, including: Self-Esteem, Sense of Inadequacy, Depression, Anxiety, Social Stress, and Interpersonal Relations. Results. Univariate and multivariate analyses revealed that the self-perceptions of academically gifted adolescents differ significantly from their nongifted agemates' with regard to overall adjustment, self-esteem, sense of inadequacy, depression, and interpersonal relations. More specifically, the scores obtained by the academically gifted adolescents indicated that they judged themselves as better adjusted with regard to global functioning, as well as all of the aforementioned specific dimensions. The academically gifted and nongifted adolescents exhibited no significant difference in their reporting of anxiety and social stress. Conclusions. Findings suggest that academically gifted adolescents perceive themselves as well-adjusted when examined from both a global and multidimensional perspective. Current results, therefore, reflect the importance of refraining from perfunctorily associating maladjusted behaviors with giftedness when they are displayed by gifted adolescents. Consequently, behavioral manifestations of maladjustment in gifted adolescents should warrant attention. Finally, this research emphasizes the need for consideration of both global and specific dimensions of emotional functioning when attempting to identify and address the psychological and educational needs of gifted adolescents. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

The purpose of this study is to uncover the perceptions of an academically gifted African-American male undergraduate student attending an Historically Black College and University (HBCU) and the perceptions of an academically gifted African-American male undergraduate student attending a Traditional White Institution (TWI) concerning his relationship with the institution in the cultivation of his academic giftedness. Qualitative research methods were used to collect data for this study which included interviews, observations, and written documents. Phenomenology and grounded theory were selected as the guiding theoretical orientation and method implemented in the research design. Both case study participants were interviewed using a standardized open-ended interview instrument. Subsequent interviews were conducted with friends, instructors, and administrators the case study participants interacted with on their respective campuses. The purpose of the interviewing process was to obtain triangulated data which could be used to provide a holistic view of the perceptions regarding the institution's role in the cultivation of academic giftedness. Observations were conducted with both case study participants to view their engagements on and off their respective campuses. Written documents were solicited to provide a richer description of their academic experiences. Results of the study indicated that academic giftedness was thoroughly supported both within and outside of the university setting at the Historically Black College and University. Yet, academic giftedness at the Traditional White Institution was thoroughly supported only within the parameters of the university setting. These results were attributed to findings cited in the two emergent grounded theories. Due to the research oriented approach to education East Texas State University appeared to embrace, the student's academic giftedness was not thoroughly supported by the institution. Yet, the liberal arts approach maintained by Grambling State University provided support for the student's giftedness within and outside of the university environment. The findings in this study serve as a foundation for future investigations which should be developed and implemented in order to address the unique needs of the academically gifted African-American male undergraduate student. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

Do visual artists see the world differently than non-artists do? If differences exist between artists and non-artists on measures of attention and object perception, do these differences suggest greater attentional flexibility in visual artists as compared to non-artists? The broadest goals of the current problem of research are to advance our understanding of visual selective attention, visual artistic expertise, and the development of visual artistic expertise. Specifically, the current work attempts to better characterize attentional flexibility and its apparent relation to artistic expertise. That is, what is attentional flexibility, and where in the time course of attentional processing can it be located (in visual artists and non-artists)? Selective attention to identity vs. similarity relations and to local vs. global relations was explored over a series of five experiments. These experiments were designed in order to examine: (1) more "automatic" and generally earlier selective attention as measured by same-different tasks, and (2) more "controlled" and generally later selective attention as measured by classification tasks. A variety of stimulus sets were utilized across these five experiments, such that Experiments 1 and 3 employed hue-form triads and tetrads, Experiments 2 and 5 employed hierarchical geometric forms, and Experiment 4 employed hierarchical letter stimuli. Forty upper-level student art majors and forty upper-level psychology majors at the University of Louisville participated in each of the experiments within the current study. In agreement with previous work, findings indicate that visual artists do indeed demonstrate greater flexibility of attention when measures of later attentional processing are considered. However, few differences between visual artists and non-artists are revealed by measures of earlier, more automatic selective attention. Findings are discussed in terms of a detailed comparison of this variety of measures of selective attention and object perception, and also in terms of the importance of describing stimulus properties, the task at hand, and the developmental level and/or level of expertise of the observer. Implications for models of selective attention, the development of selective attention, and the development and identification of expertise and giftedness are also described. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

The higher than expected incidence of giftedness among Jewish students by several research workers is linked to the high valuation of learning within the culture. Unlike in other cultures, the gifted individual is held in high esteem. (19 ref.) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Data were obtained from 130 adolescents. "The IQ means on the WAIS were 138 Verbal, 125 Performance, and 135 Full Scale. The WAIS profile presented indicated that the group tended to be two SDs above the mean on all the Verbal Scales except Digit Span which was one SD above. The Performance Scale was uniformly one SD above the mean except Block Design which was nearer two SDs above the mean… . Correlation between the performance IQ of the WAIS and the Binet was nonsignificant… . The Verbal subscales correlated significantly with each other as did the Performance subscales. There was little correlation between Verbal and Performance subscales though they both contributed equally to the Full Scale IQ." (PsycInfo Database Record (c) 2025 APA, all rights reserved)

The coded MMPI profiles of 1078 prisoners were sorted into IQ classification groups in accordance with their scores on the Revised Beta Examination. 6 of the diagnostic scales shifted significantly in code rank with increase in IQ. The profiles of the 2 most intelligent groups were indicative of behavioral characteristics associated with the character disorders; whereas the profiles of the average and below average IQ groups were found to be dominated by configurations usually associated with indices of neuroticism and anxiety. The probability of receiving benefit from psychotherapy appeared greater among the lower IQ groups due to the dominance in their group profiles of those scales that have been found more susceptible to change as a result of therapy. Intellectually superior persons tend toward greater degrees of feminine interest. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Several studies of the gifted child published since 1950 are reviewed. The author discusses various definitions of giftedness, the attitude of the gifted child toward school, his academic achievement, his reading tastes, his physical development, his personal adjustment, and his social status. Differentiations within the gifted group are also made. (33 ref.) (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Data from Rorschachs, exploratory psychiatric interviews, paper-pencil tests, teacher interviews, peer attitudes, and solitary play. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Extensional and intensional definitions of giftedness are presented. The operational validity of the IQ is assessed, and problems experienced and adjustments made in school are identified. Some suggestions are made for guiding the gifted. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

As part of a 7-year study, 76 gifted 3rd grade pupils from highly favored homes were given tests of intelligence, personality, and achievement. The interrelations are reported. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

On the basis of interviews of gifted students (ninety-seventh percentile or above on the Dominion Intelligence Test) and administrators and analysis of school records and a questionnaire sent to teachers, a description is given of present practices in identification, organization, motivation, enrichment, co-ordination of school and community resources, and supervision. Current practices in these areas are evaluated in terms of an ideal gleaned from the literature. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Women aged 19-29, 40-49, 50-59, and 60 yrs. and over who made 112 or more weighted score points on the Wechsler-Bellevue Scale were compared with respect to subtest pattern. Mean education for all age groups was about 14 yrs. The pattern was significantly different between young and elderly groups. Scores of verbal tests increased with age but those of performance tests decreased. DQ declined with age. The data were discussed in the context of IQ level of S, and the method of investigation, i.e., cross sectional or longitudinal. (PsycInfo Database Record (c) 2020 APA, all rights reserved)

Tests of short-term learning and memory were administered to matched sample of intellectually superior Ss at 3 age levels; 17-35, 36-55, and 56-74. In general, test scores declined differentially with age. The effect of age on decline of incidental or latent learning was discussed in terms of "a loss in surplus intellectual resources." (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Pupil appraisals of a 6-week summer school enrichment program are presented. 20 gifted 5th graders participated. Student comments tended to be favorable. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

The reading background of 50 superior readers among college freshmen were studied. Approximately half of them reported that they were able to read before entering the first grade; of these, two thirds had been taught to read by some member of their families. Half of the students reported that they became interested in reading because they were curious about the content of the books. The family played a more important role in fostering interest in books in early years than the school did. No definite answer was given to the question if giftedness in reading could be identified early in the life of the child. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Abstract thought consists of varying degrees of decathexis of objects in order to deal with nonrepresentational aspects of their attributes such as class, quantity, and physical spatial relationships. The psychotic keeps the intermediate stages of concept formation close to the primary process, while the gifted individual keeps the results of the intermediate steps available to the secondary process. Under the impact of the transference the controlled regressive aspects of abstract thinking may be disturbed and thus bear a closer resemblance to the thought process of the psychotic. 46-item bibliography. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

Questions are raised concerning problems of identifying talent for social science in childhood and cultivating such talent in educational programs. Suggestions for ways of meeting the questions are included. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

A study of 32 children having Hennon-Nelson IQs of 130 or more, half of whom were superior students, and half of whom were poor students, indicates that the patterns of underachievement and high achievement are apparent by Grade V, and continue into the secondary school. A number of other conclusions are briefly mentioned. (PsycInfo Database Record (c) 2022 APA, all rights reserved)