Su búsqueda

The diagnosis of Attention-Deficit Hyperactivity Disorder (ADHD) in children with a high intellectual quotient (IQ) and/or giftedness is controversial with many opinions existing on both sides of the debate. Relationships between IQ and cognitive vulnerabilities frequently described in the ADHD population vary in strength. Data asserting the validity of ADHD in the high IQ/giftedness population are discussed with comparisons made to average IQ ADHD. Educational implications of having ADHD in the context of a high IQ/giftedness are presented. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

In this article, an overview of topics solved in the contemporary research on giftedness is presented. A selection of important theories of giftedness and the theory of deliberate practice are introduced, the significance and the origin of abilities, threshold level of giftedness and other factors are discussed. At the end, methods used in education of gifted and some examples of special educational programs are mentioned. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Introduces the target article for this issue, 'Giftedness and evidence for reproducibly superior performance: an account based on the expert performance framework.' In this paper, the authors address the question of whether giftedness and attained level of achievement can be empirically distinguished. The target article is followed by peer commentaries among expertise and giftedness researchers. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

The articles in this issue of Gifted Child Quarterly include three studies on psychological characteristics of giftedness, including attributional style, overexcitabilities (OEs), and social and racial identity. Another article details work on an instrument to identify pools of potentially gifted students, and a fifth presents the practical implications of a well-known theory of giftedness. In second article, the construct of OEs in gifted children is described but with an interesting new twist: Examined the role of parents’ excitabilities on their children’s scores. Third article studied the social identities of gifted students and specifically the role of identification with one’s ethnic group and other groups on self-esteem and academic achievement. Fourth article describes new instrument for selecting a potential pool of students to assess for giftedness is presented. Fifth article give an account of the use of qualitative research methods within the field of gifted education. In third article the attributional patterns of three different groups of mathematically gifted individuals—from highly gifted to mildly gifted are discussed. Last article offers a somewhat lighthearted yet interesting and thoughtful look at the implications of his Differentiated Model of Giftedness and Talent (DMGT) for practice. (PsycInfo Database Record (c) 2020 APA, all rights reserved)

This study analyzes the standardization sample of a new teacher rating scale designed to assist in the identification of gifted students. The Gifted Rating Scales–School Form (GRS-S) is based on a multidimensional model of giftedness. Results indicate no age or race/ethnicity differences on any of the scales and small but significant differences in favor of females on three of the six scales: Artistic Ability, Motivation, and Leadership Ability. Diagnostic efficiency statistics and receiver operating curve analysis support the validity of the Intellectual Ability scale in identifying intellectually gifted students. The Intellectual Ability scale was successful in both correctly identifying students with high IQ scores (test sensitivity) and correctly identifying students without high IQ scores (test specificity). The present findings extend the analysis of the standardization sample reported in the test manual and provide additional support for the psychometric qualities of the GRS-S as a valid gifted screening tool. Putting the Research to Use: A number of issues compromise the ability to identify gifted students. Definitions of gifted and talented are inconsistent across states. Experts disagree on how to conceptualize and define giftedness. In addition, there are few technically adequate screening instruments to assist in the identification of gifted students. The present study reports on an analysis of the standardization sample of a new teacher rating scale designed to assist in the identification of gifted students. The Gifted Rating Scale–School Form (GRS-S) is a 72-item teacher rating scale based on a multidimensional model of giftedness. In this study, we have shown that the GRS-S is a technically sound screening instrument that works equally well with African American, Asian American, Hispanic, and White children across the entire age range: 6.0 to 13.11 years. Small but significant differences in favor of females were found on three of the six GRS-S scales: Artistic Ability, Motivation, and Leadership Ability. However, gender differences were not found on the Intellectual Ability, Academic Ability, and Creativity scales of the GRS-S. The GRS-S holds promise for practitioners in helping to identify gifted students. The GRS-S also holds promise for researchers in providing a technically sound instrument to measure multiple manifestations of giftedness. Policy makers will welcome the GRS-S as an easy-to-use, score, and interpret test with strong face validity that provides a level playing field and strong face validity for students from diverse ethnic and racial backgrounds. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Reviews the book, Gifted young children by Louise Porter (2005). Dealing with an often-overlooked group, this book offers an overview of giftedness and talent in young children. The author guides the reader towards an analysis of the social and emotional development of such children, broadening the issues way beyond mere consideration of IQ measurement towards a more holistic view of giftedness. The second section of the book addresses issues surrounding self-esteem, socialisation and autonomy, although warns the reader not to succumb to the unsubstantiated myth of the emotionally problematic gifted child. The book succeeds in emphasising the role of environment in facilitating giftedness. It also provides a useful basic starting point for beginning research in this area, as pitfalls and gaps in the literature are identified. This is a very readable book. It would clearly be suited to teachers with a specific interest in this area. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Research shows that social circumstances influence the development of an individual's high abilities. This paper identifies the micro-social1 factors in the development of entrepreneurial giftedness. Specifically, the paper considers the family milieu, 'significant others' and great contemporaries in the case of Richard Branson, the most successful entrepreneur in the UK. Despite the quite evident importance of entrepreneurship in the prosperity of any society, one should acknowledge that the phenomenon of entrepreneurial giftedness is terra incognita from a research viewpoint. The paper introduces the concept of entrepreneurial giftedness and thus fills an apparent niche in the literature on high abilities. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

In a previous article, we provided a review of the literature pertaining to the potential misdiagnosis of giftedness as ADHD, as well as a small-scale study to illustrate this potential misdiagnosis (see record 2004-11177-002). In this issue of Roeper Review, Mika (see record 2006-11964-007) provides several criticisms of that paper. In this article, we provide responses to her arguments by discussing the "symptoms" of giftedness; the relationship between ADHD, giftedness, and overexcitabilities; and the diagnosis of ADHD. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

This issue of the journal is composed of thought-provoking, dense, complex studies of the psychology of learning among gifted students. Two of the studies are empirical investigations, one is a comprehensive literature review, and two bring together research from a number of studies and variety of fields to argue a point of view, present new theory, or both. In a study the authors proposed and investigated a number of psychological constructs, including state and trait anxiety, coping resources, and extrinsic and intrinsic motivation, in order to understand how they interact in a complex set of relationships to affect students' attitudes about school. Another article provides compelling evidence that motivational giftedness and intellectual giftedness are distinguishable and that motivational giftedness makes an independent contribution to the prediction of academic achievement beyond IQ. These studies address important issues of psychological motivation, achievement, learning, and the nature of cognitive abilities among gifted children. The articles in the journal present and apply some new psychological constructs, such as optimism and motivational giftedness, and clarify some existing constructs, such as nonverbal testing, acceleration, and the widening achievement gap phenomenon. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Despite efforts to create alternative strategies to identify students from diverse backgrounds, there remains a disproportionately small minority representation in programs for the academically gifted. One reason for this discrepancy may be the effect of teachers' theories of giftedness on how they nominate students for gifted programming. However, very little research has been conducted on teachers' individual theories of giftedness. Inspiration for new ways of conducting research on theories of giftedness may come from research on concept and category formation from the field of cognitive psychology. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

The genetic endowment underlying giftedness may operate in a far more complex manner than often expressed in most theoretical accounts of the phenomenon. First, an endowment may be emergenic. That is, a gift may consist of multiple traits (multidimensional) that are inherited in a multiplicative (configurational), rather than an additive (simple) fashion. Second, the endowment may not appear all at once but, rather, will more likely unfold via an epigenetic process. These 2 complications have consequences regarding such aspects of giftedness as the likelihood of early signs, the appearance of early versus late bloomers, the distribution of giftedness in the general population,, and the stability and continuity of gifts over the course of childhood and adolescence. These complexities lead to a 4-fold typology of giftedness that has important practical implications. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

When we identify people, especially children, for giftedness, we often neglect what arguably is the most important kind of giftedness of all--giftedness for leadership. Ultimately, the individuals we identify should not just be potentially "good" in one or more domains, but also potential leaders in that domain. There is a big difference between merely knowing a lot about a field and taking a leadership role in that field. Gifted adults-- certainly those who are remembered--are those who take a leadership role. This article argues that effective leaders demonstrate in their leadership a synthesis of three elements: creativity, intelligence, and wisdom. Creativity is used to generate novel ideas; intelligence is used to analyze the quality of these ideas, as well as to implement the ideas and persuade others of their worth; and wisdom is used to balance the effects of these ideas on all possible stakeholders. This article reviews the proposed "WICS" (Wisdom-Intelligence-Creativity-Synthesized) theory of giftedness in leadership, and compares it to some other theories. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: journal abstract)

The study examines attitudes of teachers toward giftedness and education of gifted pupils. It shows that teachers can be divided into two groups (clusters). Those with a positive relationship toward giftedness and education of the gifted understand better the significance of giftedness for society and are less encumbered with myths and worries about elitism than teachers with generally negative attitudes toward giftedness. Creating a positive attitude toward this issue of problems is mostly related to one's own experience with the gifted. The relationship between attitudes and preferred forms of gifted education or a teacher's specialization has not been found. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

At the K-12 level one assumes that mathematically gifted students identified by out-of-level testing are also creative in their work. In professional mathematics, "creative" mathematicians constitute a very small subset within the field. At this level, mathematical giftedness does not necessarily imply mathematical creativity but the converse is certainly true. In the domain of mathematics, are the words creativity and giftedness synonyms? In this article, the constructs of mathematical creativity and mathematical giftedness are developed via a synthesis and analysis of the general literature on creativity and giftedness. The notions of creativity and giftedness at the K-12 and professional levels are compared and contrasted to develop principles and models that theoretically "maximize" the compatibility of these constructs. The relevance of these models is discussed with practical considerations for the classroom. The paper also significantly extends ideas presented by Usiskin (2000). (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

The article discusses the definition of giftedness. There is also the possibility that we can only define something after we understand it sufficiently. If so, then the definition would come after intensive study rather than before it. Perhaps expectations of a complete and universally agreeable definition are too reductionist in nature. A single definition would defy the principles of the cultural and temporal relativity of the concept of giftedness. The fact that we have been able to establish a definition of giftedness composed by some of the best minds working in the field at the time, and yet it has not had the power to be as influential as we might expect does not bode well for the idea of composing a universal definition in the future. The fact that even the federal definition has gone through at least three iterations in 30 years indicates that defining giftedness will probably continue to be a dynamic process. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

In an exploratory study designed to investigate Shona culture of Zimbabwe's views of giftedness, data were collected from sixteen Zimbabwean academics of Shona cultural background. Using questionnaire narratives, the study established that Shona culture views giftedness as an unusual ability blessed in an individual through ancestry which enables him/her to perform with unparalleled expertise even in challenging domains. The hallmarks of Shona culture's views of giftedness are ability to succeed, solve problems, creativity, interpersonal relationships and spirituality. When values are held constant, Shona culture's views of giftedness do not differ from views in contemporary psychology. The study recommends fusing together cultural and modern views of giftedness in the school curriculum in order to develop a diversity of talents in students. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: journal abstract)

Those concerned with the achievement of gifted women presume that gifted females understand giftedness in the same manner as professionals and that gifted women believe they are gifted. In this qualitative (grounded theory) study, the experiences of six gifted females between the ages of 18 and 25 were examined in an attempt to understand how they perceive and experience giftedness. It is concluded that alienation or lack of interpersonal support for being gifted is connected to the tendency to perceive giftedness as separate from intelligence and as external, to have unclear life goals, and to find little value in being gifted during the developmental period of 'emerging adulthood'. On the other hand, strong interpersonal support for being gifted--especially in close relationships - is connected to the tendency to have an internalized sense of giftedness, to perceive giftedness as synonymous with intelligence, to have a clear future direction and to re-evaluate giftedness in emerging adulthood as having importance and value. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

The identification of gifted children is a paradoxical issue in the scientific literature. This topic is largely underrepresented, in spite of the complexity of the questions it raises. The concept of identification of giftedness is a multifaceted topic. From a theoretical point of view, the definitions of giftedness diverge. From a methodological point of view, the domains of measurement, the techniques of evaluation and the criteria used are also extremely variable. The limits of the "traditional" psychometric approach to giftedness are presented starting from the example of the WISC. Several questions are addressed: the value of the identification threshold, the relevance of available norms and psychometric qualities of this test. Finally, prospects offered by Item Response Models to renew the psychometric approach to the identification of giftedness are considered. (PsycINFO Database Record (c) 2017 APA, all rights reserved) (Source: journal abstract)

Leadership has been retained in the federal definition of giftedness, across major revisions, since its inclusion in the Marland Report (1972) definition more than 30 years ago. Despite this history, there appears to be little consensus regarding the relationship between leadership education and education for talented and gifted youth. This review analyzes publications about leadership education among talented and gifted students since 1980. Four major emphases are identified within this literature, and empirical articles within each area of emphasis are summarized and critiqued. Analysis confirms that a consolidated theoretical framework for leadership giftedness has not yet materialized, although limited consensus may be emerging regarding the aspects of leadership that are more or less responsive to instruction. Findings suggest that more research may be needed to justify retaining leadership ability within the federal definition of giftedness. Three suggested directions for future research on youth leadership giftedness are extrapolated from this foundation. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

Development of mental giftedness is discussed in the context of normative situations occurring in the process of pre-school instruction. A normative situation is treated as a combination of factors, conditions and circumstances with regard to which society prescribes to the subject a specific line of action. The normative situation allows selective influence on structural components of preschoolers' mental giftedness: cognitive ability, creative and cognitive activity. Depending on the nature of normative situations arising in the instructional process, the educational system may have different effects on child giftedness, supporting or inhibiting child initiative and activity. It is possible to single out three types of rules regulating a preschooler's activity: prohibiting, positively normalizing and norm creating. An educational system comprising normative situations supporting children's cognitive initiative is favourable for effective development of child giftedness. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)