Su búsqueda

Proposes a subtheory of intellectual giftedness based upon the centrality of insight skills in giftedness. It is argued that insight involves not 1, but 3 separate but related psychological processes—selective encoding, selective combination, and selective comparison. The products of these operations are referred to as "insights" when the basic clues are encoded, combined, or compared in nonstandard, and even highly novel, ways. The theory was tested with 4th-, 5th-, and 6th-grade normal and gifted Ss. In Exp I, gifted and nongifted Ss were either precued as to what information in each of a set of insight problems was relevant for problem solution, or not so precued in a test of selective encoding. In Exp II, selective combination in insightful problem solving was tested in 74 gifted and nongifted Ss, who received mathematical insight problems presented either in the standard format, or with cuing intended to facilitate selective combination processes. In Exp III, the role of selective comparison in insightful problem solving was assessed, with Ss receiving 2 different example problems prior to receiving the insight problems. Results of all 3 experiments support the subtheory of intellectual giftedness. The development of a training program for 4th-, 5th-, and 6th-graders based upon the tenets of the subtheory is described. The program consisted of direct instruction, group-problem solving, individual problem solving, and games. The results suggest that insight skills are at least somewhat trainable. (5 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Examines several definitions of the concepts giftedness and talent, particularly those of J. S. Renzulli (1979) and S. J. Cohn (1981). Criticism of their models leads to a proposal for differential definitions, where giftedness is associated with skill domains that underlie and explain exceptional performance in different fields of activity. An individual can be gifted without necessarily being talented, as attested by the phenomenon of underachievement. However, the inverse is not true. Several factors, such as motivation and environment, which act as catalysts for actualization of giftedness in specific talents, are discussed. (29 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Defines notion as a reflection of objective reality; selected principles of Marxian psychology are used in this definition: historicism, the unity of mind and activity, the mutual quantity–quality relation, and the dialectic unity of opposites. Using this definition, the author discusses talent and giftedness. In contrast to aptitude and ability, which can be developed, giftedness is viewed as a complex of stable internal conditions of activity and a functional substructure of personality. Various proposals for distinguishing talent from giftedness are reviewed, and the author concludes that the 2 terms are synonymous. (Russian abstract) (41 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

As the education for gifted students should be an integral part of a quality educational program for all students, it is important that the identification of gifted students be part of an ongoing comprehensive guidance program that is equitable and accurate. Many current identification procedures commit elementary psychometric errors. The present paper draws attention to some of these errors, and suggests improvements that can be effected. No method of selection can ever be perfect, so that identification policies must be permeated by a sensitivity for students' self-respect. Issues covered apply to the identification of giftedness in all its facets, but examples are drawn primarily from the identification of academic giftedness. Specific issues include the choice between predictive validity and social justice, methods for making teacher's assessments usable, and some misconceptions concerning giftedness. (14 ref) (PsycInfo Database Record (c) 2024 APA, all rights reserved)

Defines the terms talent and giftedness from the viewpoint of functional systems theory. It is contended that this approach may become the basis for the emphasis of individual talents and their classification. This approach enables the assimilation of complementary approaches to the problem of defining giftedness and makes it possible to formulate goals for the problem's physiological study. (30 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Presents the differential guidance for gifted (DGG) model for use in determining individual counseling plans for gifted students. DGG represents a proactive, mental health approach that deals with problems but focuses on processes. Type of giftedness, SES, family value orientation (VO), and the grade/developmental levels of the child are variables used for determining guidance and counseling procedures for the gifted child. Categories of giftedness that differentiate treatment include academically gifted, highly creative, gifted females, talented, culturally diverse, disadvantaged, underachieving, physically handicapped, learning disabled, and emotionally disturbed. The SES variable is divided into high, medium, and low to help point out essential differences in family orientation that may provide a counselor with information about the child's experiences and general attitude toward life. VO is also divided into high, medium, and low, as the value families put on education can profoundly affect the child's performance. The developmental stage/grade is important for the selection of the appropriate strategy for the particular period of the child's growth. Some specific, differential needs of each category of giftedness in the DGG model are examined, and types of services, special factors in identification, and counselor intervention are discussed. (65 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

The purpose of this study was to analyze the assessment profiles of two groups of adults with learning disabilities. The first group comprised 48 adults (34 men and 14 women) demonstrating giftedness and a learning disability profile (G/LD). The second group of 46 adults (31 men and 15 women) demonstrated a learning disabled profile without giftedness (NG/LD). Both groups of participants were either attending or planning to attend college and sought testing at a university-affiliated learning disabilities center. Participants' mean age was 20 years, and all were White and from middle to upper-middle class backgrounds. Findings indicate that, as a group, the adults demonstrating a G/LD profile tended to be identified later and have more discrepancy among cognitive assessment profile scores than the NG/LD group. Cognitive subtest scores showed significant differences between the groups, but also several areas of weakness evident in both groups regardless of the presence of giftedness. These findings emphasize the importance of identifying the presence of learning disabilities among gifted populations. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Examined the construct validity of the 4 × 4 Structure of Giftedness Model in which giftedness is conceptualized in terms of 4 categories (i.e., general intellectual ability, specific intellectual ability, general original/creative thinking, and specific reactive talent) in 392 junior (Grades 7–9) and 381 senior (Grades 10–12) students. Ss were not limited to those with high IQ scores but rather represented the wide range of abilities and talents postulated by current multidimensional conceptualizations of giftedness. Six alternative models were evaluated and compared with respect to a number of goodness-of-fit indices to determine which model fit the data best. The best fit was the 4-factor model. Results contribute to the conceptual clarification of the diverse abilities that characterize intellectually and creatively gifted individuals, particularly those whose talents lie in the verbal domain. (PsycINFO Database Record (c) 2019 APA, all rights reserved)

Explored the nature of sibling dyads with 1 or 2 gifted members, with 366 triads, each including a mother and her only 2 children (aged 7–14 yrs). Ss completed The Verbal Battery of the Cognitive Abilities Test, Children's Competence Scale-Scholastic, Child Behavior Checklist, Sibling Behavior Inventory, and Family Intimacy Scale. Except for academic-ability variables, group comparisons according to school-based categories were not suggestive of sibling-giftedness effects. When sibling pairs were reclassified using a median split of the first principal component of maternal perceptions of the S's giftedness, both giftedness and having a gifted sibling were generally associated with more favorable responses by children and mothers. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

This study involved an adaptation and evaluation of the Munich differential diagnostic instrument for the identification of gifted and highly gifted 15–16 yr old schoolchildren (KFT). An analysis was carried out of the relationship between various forms of giftedness and actual performance. A two step procedure was applied to select gifted students using a Teachers' Checklist, the KFT and tests of creativity. About 70 gifted youngsters were selected from 600 students. The label "gifted" was used for the top 6–10%, "highly gifted" for the top 3–5% and "extremely gifted" for the highest scoring members of the group. The control group (70 unselected students) was investigated with the same methods. There were clear differences between the gifted, highly gifted and extremely gifted students in every domain of giftedness. Different forms of giftedness developed in the students during the three year period. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Three factors have traditionally prompted a large section of the population to oppose the idea of special support for the development of excellence: the view that intellectual giftedness depends on innate dispositions and can manifest itself under any educational and environmental conditions; the feeling of injustice connected with the perceived superiority of gifted people; and the perception of special education for the gifted as a threat to ordinary people and/or to democracy. In contrast, more recent perceptions of the faults of an educational orientation inspired by the above prejudices and a decline in egalitarian ideology have combined to opening new perspectives on better educational support for the gifted, although agreement on the means of support is often lacking. There is a strong connection between the underlying principles of a democratic society and the conditions which foster giftedness and creativity. However, the development of creativity and giftedness should not entail the separation of the gifted from others during the school years, because such separation would damage both social development in general and the specific moral development of the gifted, and would prevent acceptance of the gifted by others and by society. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Reviews the book, Intelligence and giftedness: The contributions of heredity and early environment by Miles D. Storfer (see record 1990-97741-000). For at least the past 70 years our IQ scores apparently have risen by the equivalent of approximately 1/5 to 1/4 of a point per year. If we accept the idea of what Flynn (1987) himself refers to as "Massive IQ gains" (and the supporting evidence that Flynn has amassed appears solid) our next step should clearly be an attempt to identify the factors responsible for these gains. Have our educational systems improved dramatically? What about our nutrition and general levels of health? Have home environments and parent-child interactions undergone radical changes? Besides environmental factors, is it possible that some sorts of hereditary mechanisms might be implicated? In Intelligence and giftedness: The contributions of heredity and early environment, Storfer addresses these and related issues. The result of his extensive review of the literature in areas as diverse as behavioural genetics, infant intelligence tests, white-black IQ differences, educational enrichment programs, and neurophysiology is a 500-plus-page book which is sometimes informative, often disappointing, and, in the end, too speculative to live up to its promotional claim of advancing "one of the most exciting and controversial evolutionary theories since Darwin". Parts of this book are good. Storfer is to be commended for the wide range of material that he surveys, and his attempts to integrate this diverse material have generally been successful. Another positive feature is the inclusion of numerous notes at the end of all but one chapter, plus one appendix, which provide additional information and/or technical details for readers interested in learning more about specific studies or issues mentioned briefly in the text. Unfortunately, Storfer does not seem to appreciate the varying quality of the research studies that he reviews, and some of the conclusions that he draws are highly speculative. Intelligence and giftedness was an ambitious project that would have benefitted considerably from a more cautious interpretation of the results and the implications of the research that it surveys. The issues that this book addresses and the questions that it raises are undoubtedly important and deserving of study. For the most part, however, the answers will have to be found elsewhere. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Discusses the long tradition in Poland of psychological research on identification of musical giftedness and the psychology of talent, and the system of education of the musically gifted. Four stages of research are discussed: (1) romanticism and belief in the power of the psychology of music, (2) perfectionism and concern with adaptation and restandardization of musical ability tests, and application of music psychometrics, (3) integration, or designing research projects on predictors of music achievement at school and in professional careers, and (4) skepticism, or searching for new research paradigms. Musical giftedness can be seen as a lifelong process of music-related activity, with strong intrinsic motivation required to improve both results and knowledge. Recent research has focused on new aspects of musical giftedness, including the relationship between cognitive traits and music teacher's evaluations, age differences, differences related to different instruments and fields of music, types of music schools, and predictors of success in music school and in musical careers. Continuing research will require international cooperation among researchers, counselors, music teachers, and parents of the musically gifted. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Discusses an interdisciplinary research project to identify and foster verbally gifted adolescents through an out of school course (creative writing) at Hamburg University in Germany. Objectives were: (1) development of a method to identify and select participants, (2) development and evaluation of a creative writing program, and (3) redefinition of the concept of verbal giftedness. The identification and selection process is described, which covered the important domains of verbal giftedness (convergent and divergent verbal ability, text production). Issues related to the creative writing program were (1) development and evaluation of the extracurricular program, (2) creation and evaluation of didactic materials and methods, and (3) training creative writing teachers. Program evaluation is discussed, with the conclusion that all those involved considered the creative writing model beneficial for cognitive and creative training and personal growth of the 82 adolescents (most 12—13 yr olds) who participated. It was concluded that verbal giftedness is not one-dimensional, but must be redefined as a multitrait concept that includes ability and performance factors as well as functional and process variables. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Questions the association between left-handedness and mathematical giftedness in terms of the data provided by C. P. Benbow (see PA, Vols 75:7078 and 76:18545). Benbow proposed that male and female differences in brain organization, as represented by factors such as handedness, are at the root of differences in mathematical ability. The link between mathematical giftedness and an increased prevalence of left-handedness is not convincing. However, Benbow's data do show a convincing link between strong right-handedness and lack of mathematical giftedness. It is suggested that some general (ultimately biologically based) factors may interact with environmental factors to yield sex differences in some aspects of mathematical performance. (French abstract) (PsycInfo Database Record (c) 2022 APA, all rights reserved) Resumen en idioma originalUne partie importante de l'assertion de Benbow (1988) selon laquelle les différences sexuelles dans l'habileté mathématique sont principalement dues à des facteurs biologiques représente le lien entre un caractère qui est sensé refléter les différences dans l'organisation cérébrale (gaucherie) et le don pour les mathématiques. Nous montrons que le lien entre le don pour les mathématiques et une prévalence augmentée de gaucherie n'est pas convainçant. Cependant, les données de Benbow (1986) montrent une relation convainçanie entre une forte dextralité et le manque de don en mathématiques en accord avec les travaux récents de Annett et Hanning (1990a, 1990b). (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

Studied giftedness, defined as individual cognitive, motivational, and social potential to perform at a high level in 1 or more of the following areas: intelligence, creativity, social competence, artistic ability, and psychomotor ability. Human Ss: Normal male and female German schoolage children and adolescents (a large national sample divided into 6 age cohorts: 1st–11th graders). Parameters of giftedness were measured from 1986 through 1988. A 2-stage longitudinal study was conducted: (1) screening and differential testing to measure personality variables and study parameters of the social environment that affect giftedness and (2) development and analysis of academic achievements, with consideration of the effects of personality and environmental factors. Tests used: The German variant of the California Achievement Tests and the Torrance Tests of Creative Thinking. (English abstract) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

In discussing early signs of giftedness, 3 kinds of giftedness can be distinguished: (1) general, accelerated mental development, (2) early displays of intellectual specialization, and (3) unusual aptitudes (e.g., in memory, imagination, or observation). Although this giftedness is a proclivity in the child, it cannot develop without the child actively participating through self-regulation. Further discussion concerns general vs special aptitudes, the role of unique developmental characteristics, the creative aspects of aptitudes, natural competences, and difficulties in prognosis of children's gifted development. (0 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Discusses results of an analysis of the US publications Annual Review of Psychology and Journal of Educational Psychology with regard to the tasks of educational psychology and the status of giftedness research and promotion within the field of educational psychology. The analysis reveals a lack of agreement concerning the goals of educational psychology and inadequate attention to the field of giftedness. The role of values in guiding educational psychology is noted, and the need for integration of theoretical and empirical approaches in giftedness research and promotion is discussed. (English abstract) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Examined the effects of educational context on affective outcomes in 743 gifted Israeli adolescent students (7–9th grade). Educational context (special gifted classes vs regular classes—with one day pull-out program) was hypothesized to predict context-sensitive personal variables and labeling of giftedness in the direction of better student personal–social adjustment and more favorable self-perceptions of giftedness in regular vs special gifted classes. Students in special classes were predicted to show more positive school attitudes and better overall satisfaction with school than their mainstreamed counterparts. Results showed that gifted adolescents in regular classes revealed a more positive personal–social profile than gifted mainstreamed students, showing lower test anxiety, a higher academic self-concept, and more positive perceptions of their giftedness. Students in special gifted classes held more favorable school attitudes and were more satisfied with their school environment compared to their mainstreamed counterparts. Overall, these data support the research hypotheses and point to a differential pattern of relationships between school program and personal–social adjustment, on one hand, and school attitudes and satisfaction, on the other. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Using a qualitative cross-case methodology over 3 yrs, the author investigated the ways in which 2 male, gifted students (aged 6 and 14 yrs) with cerebral palsy and no speech indicated their cognitive abilities. Data collection methods included participant observation, interviewing, document analysis, audiotaping, and videotaping. Data were analyzed using analytic induction, constant comparison, diagramming, and cross-case analysis. The Ss demonstrated several academic characteristics of giftedness, some of which were modified by effects of the disability. Personality traits which often accompany giftedness were manifested: maturity, goal orientation, persistence/determination, and patients. Giftedness was also apparent in ways that were related to the disability: recognition of limitations at a mature level, desire for independence from human aides and technological devices, and use of the intellect to circumvent the disability. (PsycINFO Database Record (c) 2016 APA, all rights reserved)