Su búsqueda

Surveyed 1,465 gifted high school students (aged 14–28 yrs) concerning their perceptions and experiences of being gifted in high school. Data were analyzed using the Stigma of Giftedness Paradigm by L. J. Coleman (1985), which states that (1) gifted and talented students want to have normal social interactions, (2) they believe that people treat them differently when aware of their giftedness, and (3) they can influence how others interact with them by manipulating the information others have about them through various coping strategies. The paradigm was found to be an efficacious framework within which to contextualize the psychosocial development of gifted students. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Reviews research on theory and identification of gifted and talented youth. Conceptions of giftedness and talent are examined as they relate to the identification process. It is argued that giftedness is a complex phenomenon comprised of both intellectual and social emotional factors and that acceleration should be the major approach to educating gifted youth. Grouping gifted youth is then examined, with particular emphasis on recent meta-analyses of grouping procedures. Ability grouping leads to higher academic achievement for gifted youth, serves as a stimulus or motivator, and confirms the legitimacy of the students' personal identity. (Chinese abstract) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Studied the effectiveness of various procedures for identifying technically gifted students. Human Ss: 44 male and female West German 5th–7th graders (including 26 Ss with high and 18 Ss with normal intelligence scores) (procedure-development sample). 44 male and female West German 5th–7th graders (including 26 Ss with high and 18 Ss with normal intelligence scores) (procedure-application sample). Ss completed measures assessing cognitive ability and 5 predictors of technical giftedness. In addition, Ss' teachers rated them on various characteristics associated with giftedness. Using results from the procedure-development sample, 3 strategies for identifying gifted students were developed: a "rule of thumb" approach, discriminant analysis, and an expert system. Using data from the procedure-application sample, each strategy was evaluated in terms of its accuracy and efficiency. (English abstract) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

The eight articles in this special section examine several issues that define current research in gifted education. Identifying the separate areas of giftedness is a major issue that continues to attract researchers' attention. A second, related issue concerns the stability and predictability of precocity in different areas. Precociousness in mathematics heralds stable exceptionality, whereas precociousness in early reading seems somewhat less likely to be maintained. A third issue concerns the fulfillment of potential. What variables, other than giftedness, help children develop their special talents? Researchers are becoming more aware that the answers to this question may differ depending on the child's gender. A final issue focuses on the socioemotional adjustment of gifted individuals. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Discusses the types of research needed for the identification, development, and education of high-ability children. Serious research on the gifted began some 70-yrs ago with the studies by L. M. Terman (1922), and has intensified in the last decade. Since many decisions on identification, education, and counseling depend on the underlying conception of giftedness, a fruitful area of research involves the validity of various concepts. Research is also needed to ascertain the effectiveness of identification procedures, to determine what kinds of educational and socialization opportunities are needed to transform potential into performance, and better to identify and nurture giftedness in populations which are traditionally underrepresented. A better understanding is needed on how affective characteristics can be nurtured, as well as the influence of family and community on talent development, and ways of achieving the twin goals of equity and excellence. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Used nonverbal measures of IQ, teacher nominations (NOMs), and parent NOMs to identify giftedness among severely and profoundly hearing impaired students enrolled in a school for the deaf ( n = 120) or a public school system ( n = 58). All Ss were aged 5–20 yrs. Teacher NOMs were made using the Scales for Rating the Behavioral Characteristics of Superior Students. No significant relationships emerged between parent NOMs and teacher NOMs, or parent NOMs and IQ. Although tending to nominate the same students, both teachers and parents missed identifying some gifted Ss. In the analysis of teacher NOMs and IQ, some significant relationships appeared for the public school Ss but not for the school for the deaf Ss. Teachers associated giftedness with the characteristics of superior recall, speed of understanding, reasoning ability, academic ability, expressive ability, eagerness to learn, and keen observation. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Discusses issues related to gifted individuals, including characteristics of giftedness and impediments to recognition of gifted individuals with disabilities. These impediments are interactive and cumulative and include factors such as developmental delays, test limitations, social skill development, limited opportunities, lowered expectations and attitudes, and self-perceptions. The interactions of giftedness, disability, and environment are noted, and implications for the rehabilitation process, standard practices, and rehabilitation education are addressed. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Administered the Slosson Intelligence Test (SIT) and the Wechsler Intelligence Scale for Children—Revised (WISC—R) to 38 potentially gifted students (aged 15–17 yrs). Analysis showed a significant correlation between the SIT and the WISC—R Verbal Scale. If giftedness is considered to include both verbal and nonverbal development, the SIT and the WISC—R should not be used interchangeably. The degree of relationship between the 2 verbal scales, however, suggests that the SIT has value as a screening instrument when giftedness is defined as verbal in nature. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Addresses the concept of giftedness, and the identification of gifted minorities in particular. A broadened view of giftedness is proposed that acknowledges outstanding ability beyond simple considerations of IQ. Respect for the cultural diversities of gifted minorities is also emphasized. Issues are examined that may affect the identification of the culturally diverse gifted across parental, school teacher, psychologist, and school district levels. Recommendations are made to correct the underidentification of gifted minorities and their underrepresentation in gifted programming. These include parent training, teacher inservice training, expanded scope of psychological intervention, parent advocacy, and advocacy for expanded gifted program eligibility guidelines and services. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Examines multiple conceptualizations of giftedness and influences on its expression within a sociocultural context. Two approaches to educating the gifted are described: an enrichment and an acceleration model. It is noted that evaluation of these approaches and information on how best to nurture talent remains insufficient to inform policymakers. Similarly, knowledge about the developmental course of giftedness and how such behavior is nurtured and sustained remains sparse and should be a high-priority research area. A research agenda is outlined that focuses both on understanding intellectual, social, and personality processes in the gifted over the life span and on evaluating and developing appropriate educational programs. (27 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Discusses conceptual issues related to giftedness, and describes recent theories and research approaches in the area of giftedness. Additional topics include: (1) methodological problems in the identification of gifted children and adolescents, (2) psychosocial problems of gifted children, and (3) educational strategies for gifted students. (English abstract) (PsycInfo Database Record (c) 2024 APA, all rights reserved)

28 4th and 5th graders deemed to be in the top quartile of their class in leadership ability by self, 83 peers, and 5 teachers were given a 3-part leadership task in which each part called for one of J. S. Renzulli's (1979) criteria for giftedness (i.e., above-average ability, creativity, and task commitment). Each S received a rating on these 3 dimensions, which were compiled into an overall leadership performance score. Findings indicate that among the 3 sources of data (self, peer, and teachers), self-nominations were the single best method for identifying Ss with leadership giftedness. However, the mean performance scores of the Ss chosen by any of the nomination sources were so close that no one method of identifying the leadership gifted seems empirically superior. It is recommended to teachers of the gifted and administrators seeking to identify the leadership gifted in their student population that they consult all 3 nomination sources before making their selection. (7 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Discusses research in giftedness and gifted education across a broad spectrum, the results of which lead to a perspective regarding giftedness that differs somewhat from the prevailing descriptions and definitions of gifted students' needs. The author discusses the characteristics of the gifted high school student in terms of divergent behavior, goal orientation, task persistence, intraception, social awareness, and social effectiveness, and presents these characteristics as a guideline for determining appropriate educational programs for gifted pupils. It is suggested that a primary goal of gifted education, in addition to providing both a knowledge and skill foundation, is to enhance self-understanding and social skills. (15 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Past research has suggested that the personality of gifted adolescents may vary as a function of the specific area of giftedness, the absolute level of giftedness, and the Ss' sex. Mathematical ability is of particular interest, since this ability area is usually stereotyped as being more appropriate for males and may have different effects on the personalities of gifted boys and girls. The present study investigated the self-esteem and self-concepts of 216 7th and 8th graders who were either highly gifted, able, or average in mathematical ability. Results from the Adjective Check List indicate that mathematical ability affected the self-esteem of only girls and that both sex of S and level of ability had an effect on the content of the self-descriptions. Findings do not support the image of the mathematically gifted as uniquely critical or emotionally detached from peers. (20 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Investigated why dyslexic children with mathematical potential do not perform as well as their nondyslexic counterparts on standardized math tests. A computational test and the Wechsler Memory Scale were administered to 4 groups, each with 27 children (aged 10–14 yrs). The groups were composed of (1) dyslexic Ss who demonstrated high abstract reasoning ability; (2) dyslexic Ss with average reasoning ability, (3) nondyslexic, mathematically gifted Ss; and (4) nondyslexic Ss with average mathematical ability. The performance of the high dyslexic group in abstract reasoning and logical thinking equaled that of the mathematically gifted nondyslexic Ss, while both were superior to the average nondyslexics, who, in turn, were superior to the average dyslexics. There was a significant interaction of dyslexia and giftedness in abstract reasoning, but results suggest that giftedness more than compensated for dyslexia in this ability. The memory skills of all dyslexic Ss were inferior to those of all nondyslexic Ss. It is concluded that tests of abstract reasoning may be used to identify dyslexic children with superior mathematical ability. (21 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Suggests that because giftedness has often been defined by a score on an intelligence test or a percentile rank on an achievement test, support has been given to the myth that all gifted students are alike. However, research in the last 20 yrs has changed the view of giftedness to a multidimensional set of traits that exist in varying degrees in each individual. Since each gifted student is unique, one type of program is not sufficient for meeting the variety of needs of the gifted/talented students. (6 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

A consistently remarkable relationship between role-taking ability and prosocial behaviors was posited to support the theoretical construct of psychosocial giftedness. Role-taking tasks were given to 20 gifted 3 yr olds (mean IQ 134) in the fall and spring. During the same period, observations were made of their prosocial behaviors—sharing, helping, reacting to distress, and physical affection. In the fall, IQ rather than role-taking ability was the best predictor of prosocial behaviors for this sample. The relationship between IQ and role taking increased from fall to spring and was significant in the spring. However, neither IQ nor role-taking ability were reliable predictors of prosocical behaviors in the spring. Findings suggest that psychosocial giftedness, as posited, may develop somewhat independently of IQ and cognitive role taking, thus aiding the notion of gifted pluralism. (24 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

The distinguishing characteristic of children's giftedness is the evidence of variety of abilities. The relation between general and specific abilities is discussed. Both of these are developed and interrelated in actual activity. A consideration of individual differences is important in understanding giftedness but the study should not be isolated from more general psychological principles. The relation between individual differences and developmental characteristics is a complex one. For one thing, the precise nature of developmental stages is not understood. At present the stages are merely weak descriptions. This is also true of critical periods where specific abilities are evidenced such as language learning. The difficulty of prognosis in development may arise largely out of failure to differentiate between individual and developmental differences. Some of these considerations are used to argue for the communist as opposed to the capitalist organization of society. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

This special issue focuses on the role of motivation in actualizing gifts and talents. Motivation is closely related to the goals we set for our own and others’ learning. All the articles in this special issue contribute to the current research and discussion on motivation and giftedness. Research in these fields must be performed in different ability domains and in various cultural contexts. Cross-cultural comparisons are needed to validate our findings and to test the culture-dependent and culture invariant dimensions of giftedness. We have made an effort to address each of these aspects at least a little bit. However, future studies are needed to explore and evaluate the theories and practices in gifted education and motivation. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

During 3 field experience visits, 23 elementary preservice teachers implemented mathematical problem-solving tasks with grade 3–6 gifted students. Researchers investigated what the teachers learned about gifted students regarding student characteristics, mathematical problem-solving tasks, and pedagogy. Each teacher completed a pre- and post-journal, detailing what they expected to occur and then describing what occurred and how their initial expectations were altered. Further, no training was provided regarding gifted students or conceptions of giftedness in previous course-work. Researchers found that teachers broadened their view of giftedness, recognized the need to adapt instruction for gifted students, made efforts to align problem-solving tasks with gifted students' readiness and interests, realized the necessity of knowing students to differentiate instruction, and emphasized student-centered instruction. These results contribute to the promise of having preservice teachers engage in a field experience with gifted students to supplement discussions about gifted education in methods courses. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)