Su búsqueda

Forty-five boys and 45 girls of the 5th, 8th, and 11th grades from a school for the academically gifted and an identical number from regular schools were asked to describe their use of 14 self-regulated learning strategies and to estimate their verbal and mathematical efficacy. The groups of students from both schools included Whites, Blacks, Hispanics, and Asians. Students came from middle-class homes. Gifted students displayed significantly higher verbal efficacy, mathematical efficacy, and strategy use than regular students. In general, 11th-grade students surpassed 8th graders, who in turn surpassed 5th graders on the three measures of self-regulated learning. Students' perceptions of both verbal and mathematical efficacy were related to their use of self-regulated strategies. Evidence of relations between students' strategic efforts to learn and perceptions of academic self-efficacy is concordant with a triadic view of self-regulatory learning. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Attempts to generate a set of hypotheses about gifted people and their interactions with others, about the social/emotional issues gifted adults face, and about how these issues impact on self-esteem and on interpersonal relationships. These hypotheses are intended to generate a thoughtful and open dialogue with gifted psychotherapy clients about the fact of their giftedness and its impact on their lives. Specific therapeutic issues also are explored in the context of the social/emotional development of the gifted person. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Reports the main results of a longitudinal study of the mental development of gifted Chinese children, discusses the findings of comparative studies on the cognitive development and personality traits of normal and gifted children, outlines methods and procedures for identifying giftedness, and describes educational programs for gifted children. (English abstract) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

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)

Most definitions of giftedness have excluded the psychosocial (PSL) dimension. PSL needs of self-esteem, social relationships, feelings, emotion, and identity are discussed. Gifted learners' (GLs) potential for PSL dysfunction often appears in extreme idealism, unrealistic goals, and low self-esteem. Enhancing the education of the GL should focus on self-adequacy, social competency, and emotional engagement in the GL. Teachers can create a challenging environment so that GLs can respond to qualitatively demanding stimuli. (PsycINFO Database Record (c) 2018 APA, all rights reserved)

Describes the life and contributions of L. S. Hollingworth (1886–1939), one of the founders of education for gifted students. Hollingworth's battle against the "variability hypothesis," which posited that there were fewer retarded or gifted females than males because of females' limited range of ability, is discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Psychological conceptions of giftedness are reviewed, the current status of the field of education of the gifted is discussed, and current public policy issues and concerns related to future policy issues are introduced. Promising alternate strategies for the future and new directions for psychological and education research are mentioned, as are possible barriers confronting us in this regard. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

This article presents an example of the application within clinical counseling of the Theory of Positive Disintegration (TPD), a theory of emotional development. TPD offers a unique perspective that can be used to identify and counsel gifted individuals. When emphasis is placed on the individual's overall emotional development, counselors can take a new role in working with gifted. A tapescript is presented in which the counselor applies TPD principles to the client, Sara, a gifted college student. The tapescript is interrupted at points to explain how the counselor is using the theory. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

This article provides descriptive data on families of 38 children (aged 3–13 yrs) who scored above 170 IQ on the Stanford-Binet Intelligence Scale (Form L-M). The families participated in one of two support groups that were formed in Maine and Colorado for parents of exceptionally gifted children. A brief description of the children is presented, followed by a description of the parents: their socioeconomic status, occupations, education, interests, family values, and evidence of giftedness. The remainder of the article describes the impact of the extraordinarily gifted child on family life and the specific issues these families face. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Presents a critical analysis of 13 validation studies of peer nomination forms (PNFs), which are growing in popularity as a screening technique for giftedness. A 4-step blueprint for research on their psychometric qualities is also described: (1) developing a taxonomy of abilities or talents to be assessed by peers; (2) drafting experimental PNFs; (3) evaluating their reliabilities, especially interjudge agreement; and (4) conducting rigorous validity studies. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

Discusses growing worldwide interest in researching giftedness and international trends in educating the gifted, as shown by increasing numbers of special courses offered and educational efforts to help gifted students achieve their full potential. The author focuses on still unsolved problems and possible solutions, with special regard to the development of strategies and criteria to identify gifted and talented children and adolescents and development of adequate measures to encourage them and provide special counseling. Research is also needed to develop appropriate course content and instructional methods. (English abstract) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Presents findings from an ongoing observational study of musical giftedness as it was being experienced by young music-makers at various developmental stages, focusing on the transition from adolescence to adulthood. Examples are presented of 2 girls' (observed from the ages of 8 and 9 to 22 yrs) experience of the simultaneous exhibition, enjoyment, and expansion of the musical gift while dealing with the unique problem of their body serving as the medium to express that gift. Topics include notions of the self, the role of significant others, "play" in the playing of music, creativity as generativity, and the role of normal narcissism in the life of the young musician. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Tested the hypothesis that the ability to be an effective teacher depends on the ability to maintain emotional stability in interactions. Human subjects: 31 normal Russian adolescents. EEGs were performed. Test findings were submitted to dispersion analysis. Tests used: A pedagogical giftedness and pedagogical orientation scale, the Sixteen Personality Factor Questionnaire (16PF), and State–Trait Anxiety Inventory. (English abstract) Educational level(s) of subjects: Grade 10. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Discusses the lack of leadership training and moral education in the gifted curriculum, examines the role of the parents, presents parallels between the taxonomy of B. Bloom (1961) and the cognitive moral development model of L. Kohlberg (1970), and outlines some insights by E. P. Torrance (1963) on the difference between teaching by authority and teaching through discovery. (PsycINFO Database Record (c) 2016 APA, all rights reserved)