Su búsqueda

This study characterizes the differences and similarities in the repertoire of social skills of children from 12 different categories of special educational needs: autism, hearing impairment, mild intellectual disabilities, moderate intellectual disabilities, visual impairment, phonological disorder, learning disabilities, giftedness and talent, externalizing behavior problems, internalizing behavior problems, internalizing and externalizing behavior problems and attention deficit hyperactivity disorder. Teachers of 120 students in regular and special schools, aged between 6 and 14 years old, from four Brazilian states, responded to the Social Skills Rating System. Children with ADHD, autism, internalizing and externalizing behavior problems and externalizing behavior problems presented comparatively lower frequency of social skills. The intervention needs of each evaluated category are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Self-efficacy defined as one of the mechanisms of self-regulation plays, in the context of socio-cognitive approach, a major role in an individual's achievement through its impact on thoughts, emotions, motivation, and activities. The influence of self-efficacy on an individual's achievement can be evaluated also from the perspective of its formation on the basis of achievement motivation that can be its potential source. In the present contribution, the authors attempted to identify the potential relationships of self-efficacy and achievement motivation, especially in the context of the development of the students' giftedness during adolescence. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

This editorial presents the summary of the papers which were featured in this special issue of Psychological Test and Assessment Modeling. The papers in this special issue share the aim of assessing - and, indeed, understanding - giftedness in some of its manifestations. (PsycINFO Database Record (c) 2019 APA, all rights reserved)

Many gifted education experts have found that Black, Hispanic, and Native American students are less likely to be identified for gifted programs than Asian American and White students. A study was conducted to ascertain the degree of underrepresentation of these groups in gifted programs in Utah. Using state-collected data from 14,781 students in six representative school districts in Utah, it was found through multiple logistic regression analysis that there was no statistically significant difference in the likelihoods that Black, Hispanic, or Native American students and White students would be identified as gifted; Asian American and Pacific Islander students were more likely to be identified as gifted than White students. After controlling for academic achievement and SES, it was found that all diverse demographic groups of students were more likely to be identified as gifted than White students, although the differences did not reach statistical significance for multiracial or Native American students. Further research into the nature and causes of disproportionate representation in gifted programs is suggested. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Despite their social deficits and behavioral abnormalities, individuals with autism may frequently display unexpected and unusual areas of interest and giftedness in music. In the present work, we discuss the natural predisposition to music shown in autism using a neurophysiological framework, exploring the possible correlations between the musical experience and the connectivity alterations of the autistic brain. After a brief description of the complex cerebral organization in autism spectrum disorder (ASD), the article focuses on the microcircuit alterations, in particular on the excess synaptic excitation and minicolumnopathy, which are strongly linked to the peculiar attention in detecting, processing, and focusing on detail, widely described by the weak central coherence theory. Superior pitch discrimination, labeling, and memory, demonstrated in ASD, even seem to derive from these complex mental processes. The connectivity alterations seem to be also present in the cerebellum, where they damage the timekeeper function and produce severe dysfunctions in rhythmicity and synchronization of thoughts and emotions. We propose that music might restore the natural rhythmicity in the cerebellum of patients with ASD and that this could explain the natural predisposition to music seen in this condition. Finally, we focus on the usefulness of music for rehabilitative purposes. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

This article presents an interview with Roland S. Persson, Professor of Educational Psychology and Associate Professor of General Psychology at Jönköping University in Sweden. The interview focuses widely on giftedness and talent but with an emphasis on social context and the gifted individual in society. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Severe socioeconomic inequality strongly suppresses and distorts the discovery of aspirations and the concomitant development of talents among the gifted. More comprehensive understanding of this suppression and distortion is available through a wide-ranging interdisciplinary search for research findings and theories that illuminate economic, ideological-political, historical, philosophical, and psychological contextual influences on bright young people. This theoretical synthesis draws from multiple disciplines to reveal some of these contextual influences and then provides some recommendations for ways in which educators and policymakers might attempt to counteract some of the most pernicious effects of growing inequality on the gifted. (PsycInfo Database Record (c) 2020 APA, all rights reserved) (Source: journal abstract)

This article argues that research and educational practices relating to gifted students can highly benefit by linking up more closely with the mainstream of research on learning and instruction. The CLIA-model for the design of powerful learning environments that consists of four interconnected components (Competence, Learning, Intervention, and Assessment) is thereby used as a framework. The kind of learning processes needed to acquire adaptive competence are well in tune with features of exceptional performance, namely active, constructive, self-regulated and goal-oriented learning. Therefore gifted students should be taught in powerful learning environments that induce in them learning processes that embody those characteristics. Interventions focused on gifted students such as acceleration, grouping and differentiated instruction can benefit from taking into account the components and characteristics of the CLIA-model. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

The implicit theories teachers hold about the gifted influence their perception of and behavior toward highly able students, thus impacting the latter's educational opportunities. Two persistent stereotypes about the gifted can be distinguished: the harmony hypothesis (gifted students are superior in almost all domains) and the disharmony hypothesis (giftedness implies maladaptive social behavior and emotional problems). The present study investigated whether teachers' implicit personality theories about the gifted are in line with the harmony or the disharmony hypothesis. Using an experimental vignette approach, we examined 321 prospective and practicing teachers' implicit personality theories (based on the big five personality framework) about students described along three dimensions (ability level, gender, and age, resulting in 8 different vignettes), controlling for teachers' age, gender, experience with gifted students, and knowledge about giftedness. Ability level had the strongest effect on teachers' ratings (partial η² = .60). Students described as gifted were perceived as more open to new experiences, more introverted, less emotionally stable, and less agreeable (all ps < .001). No differences were found for conscientiousness. Gender and its interaction with ability level had a small effect (partial η²s = .04 and .03). Thus, teachers' implicit personality theories about the gifted were in line with the disharmony hypothesis. Possible consequences for gifted identification and education are discussed. (PsycINFO Database Record (c) 2019 APA, all rights reserved) (Source: journal abstract)

Researchers of the gifted have traditionally advanced the theory, though they are often without data to support it, that an association between intellectual and/or creative giftedness and mood disorders exists. This assumed association is often referred to as the mad genius theory. This article explores the origins and development of the theory and describes the difficulties that arise when evaluating it due to problems associated with defining and measuring the relevant terms. Finally, the article examines the current scientific knowledge concerning the association between mood disorders and intellectual and/or creative giftedness. Broadly speaking, the data support the association as it relates to the construct of creativity and mood disorders and as it relates to the relationship between high IQ and bipolar disorder but not high IQ and depression. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

This editorial briefs the articles which were featured in this issue of Educational and Child Psychology. This special issue on giftedness highlights research on a range of aspects and considers some of the challenges that face gifted children, their parents and their teachers. In particular, the papers consider ways in which educational and other systems endeavor to foster positive development, in gifted children both academically and more broadly across all spheres of human functioning. Many educational psychologists will recall occasions when children presenting with problems of one kind or another have been found to have high IQ scores which were unanticipated by those who work with them on a daily basis. Some of the articles in this issue have suggested, in order to help children maximize their potential, a broader understanding of giftedness, together with appropriate measures to aid identification of gifted persons, are needed. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

There appears to be differing approaches, in modern education, to the identification and development of gifted students, but researchers are beginning to find some cohesiveness through approaches that examine giftedness from within broad views of human cognition and behavior. This paper takes such an approach by considering learning and memory as concerned with the processing of environmental information and its accumulation across society, where such cultural accumulation results from environmental interaction. This paper outlines a framework, developed from studies of learning and memory and environmental interaction, which is based in a novel description of information and information processing systems. This framework may be useful in providing a new way of thinking about human cognition and behavior in an evolutionary context as well as in relation to the overall accumulation of culture across human society. This framework may be useful, therefore, in examining giftedness by providing useful insights into the identification and development of gifted students, in particular, those with the high levels of expertise considered valuable as human cultural accumulation. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

This paper presents part of a multidimensional examination of mathematical giftedness. The present study examined the memory mechanisms associated with general giftedness (G) and excellence in mathematics (E) in four groups of 10th–12th grade students (16–18 years old) varying in levels of G and E. The participants first underwent the Raven test for general ability evaluation and SAT-M—the mathematical excellence tests in order to design the study groups. Afterwards, the students were tested on a battery of three memory tests including tests for short-term (STM) and working memory (WM). The results reveal that the G factor is related to high STM for both phonological loop and phonological central executive mechanisms. It was also found that the E factor is associated with high visual–spatial memory (VSM), in particular with the visual central executive mechanism. An interaction effect was found between G and E factors regarding WM. The central executive mechanism appeared to be related to both G and E factors. In addition, gender differences were shown within the groups. Male participants performed better than their female counterparts on a phonological storage task and a phonological central executive mechanism task. The results can contribute to the theoretical knowledge regarding similarities and differences in memory mechanisms in G and E groups. (PsycInfo Database Record (c) 2020 APA, all rights reserved) (Source: journal abstract)

Science laboratory learning has been lauded for decades for its role in fostering positive student attitudes about science and developing students’ interest in science and ability to use equipment. An expanding body of research has demonstrated the significant influence of laboratory environment on student learning. Further research has demonstrated differences in student perceptions based on giftedness. To explore the relationship between giftedness and students’ perceptions of their learning environment, we examined students’ perceptions of their laboratory learning environment in biology courses, including courses designated for high-achieving versus regular-achieving students. In addition, to explore the relationship between students’ perceptions and the extent of their experience with laboratory learning in a particular discipline, we examined students’ perceptions of their laboratory learning environment in first-year biology courses versus elective biology courses that require first-year biology as a prerequisite. We found that students in high-achieving courses had a more favourable perception of all aspects of their learning environment when compared with students in regular courses. In addition, student perceptions of their laboratory appeared to be influenced by the extent of their experience in learning science. Perceptions were consistent amongst regular- and high-achieving students regardless of grade level. In addition, perceptions of students in first year and beyond were consistent regardless of grade level. These findings have critical applications in curriculum development as well as in the classroom. Teachers can use student perceptions of their learning environment to emphasize critical pedagogical approaches and modify other areas that enable enhancement of the science laboratory learning environment. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

As neuroimaging technologies increase their sensitivity to assess the function of the human brain and results from these studies draw the attention of educators, it becomes paramount to identify misconceptions about what these data illustrate and how these findings might be applied to educational contexts. Some of these neuromyths have influenced our understanding of giftedness and visuospatial ability. One common neuromyth regarding visuospatial talent (VST) is that of hemispheric lateralization, the idea that the discrete abilities of VST are associated with activations identified primarily in the right hemisphere of the brain. This article reviews the behavioral and neuroimaging literature to trace and untangle the origins of this misconception, parsing our current understanding of brain functions associated with VST and giftedness in order to dispel the myth of hemispheric lateralization and offer a more comprehensive account for the observed functional asymmetries. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Neuroscience has advanced our understanding of the neurological basis of reading disability (RD). Yet, no functional imaging work has been reported on the twice-exceptional dyslexic: individuals exhibiting both non-verbal-giftedness and RD. We compared groups of reading-disabled (RD), non-verbally-gifted (G), non-verbally-gifted-RD (GRD), and control (C) adults on validated word-rhyming and spatial visualization fMRI tasks, and standardized psychometric tests, to ascertain if the neurological functioning of GRD subjects was similar to that of typical RD or G subjects, or perhaps some unique RD subtype. Results demonstrate that GRD adults resemble non-gifted RD adults in performance on paper-and-pencil reading, math and spatial tests, and in patterns of functional activation during rhyming and spatial processing. Data are consistent with what may be a shared etiology of RD and giftedness in GRD individuals that yields a lifespan interaction with reading compensation effects, modifying how their adult brain processes text and spatial stimuli. (PsycInfo Database Record (c) 2020 APA, all rights reserved) (Source: journal abstract)

This issue sets itself apart from earlier issues through its lack of traditional giftedness research articles. This is not simply a coincidence. The work on display here is becoming generally more prevalent, and I see at least two developments in our field that help explain this shift. The issue's first contribution raises fundamental questions about giftedness research and the nature and quality of the relationship between the field and its various parent disciplines. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Unlike traditional person-centered models of giftedness, the Actiotope Model of Giftedness focuses on the person-environment interactions. It postulates that successful learning requires necessary resources, termed educational and learning capital, located both in the environment and the individual. The Questionnaire of Educational and Learning Capital (QELC) is introduced. The results of a validation study with students from China, Turkey and Germany is reported which shows that the QELC has satisfactory psychometric properties as well as construct and concurrent validity. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

This article presents a discussion on giftedness and how to define and measure intelligence. During the past few years, the researchers have been having a renewed discussion about the definition of giftedness and how to define and measure intelligence. Actually, much of the discussion is a replay of earlier debates. Questions are being asked as though they were fresh and new when they have been asked and answered before. The author cites some examples of the studies conducted by his favorite philosophers and psychologists including the works of George Santyana and Lewis Terman and J. P. Guilford. The data they collected and models that they presented were steps to the present and future research in the field of giftedness. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

The lack of a unified definition of giftedness leads researchers to use very different operationalizations when selecting a sample of gifted individuals for use in research. We found 104 empirical articles from 38 journals that differentiated between gifted and nongifted students which were analyzed to determine the most common methods of identifying individuals in research. Results of the analysis show a lack of consensus as to what qualifies a person to be defined as gifted for the purposes of research. This lack of consensus leads to lower generalizability of research about giftedness and to an inability for researchers in the field to compare results of studies. An agreed-upon unified definition of giftedness for the purposes of research will lead to a more homogeneous group of participants, which in turn would lead to multiple benefits, including higher external validity in research designs. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)