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The narrow manner in which giftedness is often regarded perpetuates the underrepresentation of students of Color in gifted education programs, particularly for Black students. This case study highlights the story of a gifted Black high school student attending a predominantly White high school in the South. Bianca’s story illuminates her struggle with myriad racialized challenges within and outside of school and, more importantly, demonstrates her sophisticated and critically conscious appraisal of structural inequities. Interpreted through the lens of critical consciousness, Bianca’s story of giftedness illuminates her complex understandings of societal and institutional workings. Given the complexity and effort required to participate in critical ways of knowing, especially concerning the ways in which race and racism function, this study highlights that critically conscious students like Bianca are, in fact, doubly gifted and can offer insights to expand commonly held notions of giftedness and greater inclusivity in gifted education. Implications for educators and policy makers are discussed. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

The term “gifted” refers to individuals who give evidence of higher performance in specific fields or domains considered relevant for his/her culture of origin. The teachers’ opinion is a valuable aid in identifying giftedness, thanks to the privileged perspective from which they can observe students. The standardized assessment scales compiled by teachers are functional in a multi-informant and multi-method process of evaluation, because they are highly suitable for grasping the complexity that constitutes intellectual giftedness. The present study investigated the psychometric characteristics of the Italian version of the GATES-2, a tool to identify talented and gifted students, in a sample of 925 students, who participated in the Italian adaptation of the instrument. Statistical analyses were conducted to test internal consistency, score stability, and the discriminative validity. The excellent reliability and validity measures of the GATES-2 confirmed its usefulness in recognizing the talent of students. The GATES-2 represents an ideal aid, as it evaluates the five characteristics of giftedness recognized in national definitions. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

While personality and cognition are distinct domains, some personality traits may affect the capacity for problem-solving. It was suggested that there is a positive association between the Playfulness trait and problem-solving performance in humans. Studies on giftedness (extremely good capacity in the case of a specific skill), typically aimed to reveal the genetic, experiential, and mental origins of such extreme inter-individual variation. We exploited recent findings on giftedness in a specific cognitive skill, object label learning, in dogs to explore the potential association between this exceptional skill and personality traits. We administered the Dog Personality Questionnaire to 21 gifted dog owners and compared the personality traits of their dogs to those of matched samples of 43 Hungarian and 101 Austrian typical dogs, i.e., dogs lacking this exceptional capacity. Since most Gifted Word Learner dogs are Border collies, we restricted our analysis to dogs of this breed. We hypothesized that the Gifted Word Learner dogs may show higher levels of Playfulness. As expected, we found that the gifted Border collies were rated as more playful than both the Hungarian and Austrian typical ones. Our results suggest that an extremely high level of Playfulness is associated with giftedness in a specific cognitive trait in dogs: the capacity to learn object verbal labels, thus opening new possibilities for comparative research on the relationship between giftedness and personality. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

The dialogues, debates, and even arguments resulting from misunderstanding, misinterpretation, and mishandling of programs and people associated with the term “giftedness” are longstanding. Despite many years of efforts to assuage concerns of equity and need—many of which are legitimized by research evidence, the terminology continues to be obscured by its lack of precision. Relying on a continuing comparison with Shakespeare’s Romeo and Juliet, this treatise explores the terminological conundrum of “giftedness” and offers what is hoped is a creative avenue for contemplating the field of gifted education and psychology. Culminating with a modest proposal to begin systematically ameliorating the many problems with the term “giftedness,” the essay is positioned as an action item rooted in evidence. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: journal abstract)

The Swedish educational system has, so far, accorded little attention to the development of gifted pupils. Moreover, up to date, no Swedish studies have investigated teacher education from the perspective of mathematically gifted pupils. Our study is based on an instructional intervention, aimed to introduce the notion of giftedness in mathematics and to prepare prospective teachers (PTs) for the needs of the gifted. The data consists of 10 dynamic geometry software activities, constructed by 24 PTs. We investigated the constructed activities for their qualitative aspects, according to two frameworks: Krutetskii’s framework for mathematical giftedness and van Hiele’s model of geometrical thinking. The results indicate that nine of the 10 activities have the potential to address pivotal abilities of mathematically gifted pupils. In another aspect, the analysis suggests that Krutetskii’s holistic description of mathematical giftedness does not strictly correspond with the discrete levels of geometrical thinking proposed by van Hiele. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: journal abstract)

The relation between multilingual learning and cognition through (linguistic) giftedness has not been studied yet in third language acquisition, multilingualism or cognition studies. Even though ‘giftedness’ appears to be enigmatic and advantageous in a number of areas, in the field of language learning it is not clear whether multilingual learning or giftedness fulfils the triggering role in a number of cognitive skills. For that purpose, the present study observed the possible cognitive advantages of multilingual learning on metalinguistic awareness (Jessner 2006), working memory (Baddeley & Hitch 1974; Robinson 2002; 2012) and first language lexicon size of a number of children from regular and gifted education programmes in a Dynamic Model of Multilingualism perspective (Herdina & Jessner 2002). The study was analyzed with the multiple linear regression model based on the scores gathered from the data of working memory and vocabulary sub-tests of the Turkish adaptation version (Savaşır & Şahin 1995) of the Wechsler Intelligence Scale for Children—Revised, and metalinguistic awareness test (Pinto et al. 1999) of a number of mono-, bi- and multilingual participants from various schools. The results not only provided positive correlations between multilingual learning and metalinguistic awareness, working memory and first language lexicon size but also contributed to the identification and reconceptualization of linguistic giftedness. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

Objective: Throughout the years, several myths have arisen suggesting that children diagnosed with neurodevelopmental disorders possess unusually high abilities in specific domains, depending on the disorder. On the other hand, special skills and talents in children with neurodevelopmental disorders are most commonly overshadowed by their difficulties and overlooked. The purpose of this systematic review is to examine the association between giftedness and neurodevelopmental disorders. Methods: The related articles published in PubMed, Google Scholar, PsycINFO, and Embase up to December 31, 2020, as well as their reference lists, were reviewed systematically. Results: A total of 6069 studies were scanned, and 32 of them (9904 subjects) were deemed eligible for this systematic review. Studies have supported associations between autism spectrum disorders and music ability. Contradictory results have been published regarding associations between giftedness, attention-deficit/hyperactivity disorder, and specific learning disorders. Diagnostic methods seemed to modify associations between giftedness and neurodevelopmental disorders. Conclusion: The dearth of the available evidence is prominent. More research is needed to investigate the field of dual exceptionality. Longitudinal studies are needed, addressing methodological challenges pertaining to variability in the definition of giftedness. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

Giftedness in the Finnish educational culture is seen as taboo, and it is easier to talk about talent development. We need to widen the concept in the ways that would address both excellence and ethics. The definition of transformational giftedness includes a beyond-the-self orientation and implies that the purpose of giftedness is to help to make the world a better place. This kind of definition might be the key in using the term “giftedness” in egalitarian and inclusive cultures like Finland. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

Assessing giftedness is one of the inevitable processes in the identification of gifted schoolchildren which involves all the actors included in the direct contact with schoolchildren. Since the assessments are regarded as a subjective opinion of the assessor, our aim is to determine the level of certainty that we can take into account when assessing giftedness identification. In relation to that, the research is based on the validation of compliance in the giftedness assessments of schoolchildren by: teachers, parents, peers and schoolchildren’s self-assessment.The research was conducted on 115 schoolchildren aged 8 and 9 in Bosnia and Herzegovina. The instruments for giftedness assessment were based on the theory of multiple intelligences. The instruments passed several validations, and their metric characteristics were determined. The content validity has been established, and it shows in a high-quality manner that the measuring instrument provides the possibility of appropriate measurement of multiple intelligences, while the reliability of the instrument is confirmed by Cronbach’s alpha coefficient. The positive correlation among the perceptions of teachers, schoolchildren, peers, and the self-assessment is confirmed by Pearson’s correlation analysis. The Kruskal–Wallis test, with the Dunn’s post-hoc test, indicates that there is a high congruence between the assessments of all four groups of assessors. The greatest agreement in assessments was found in musical intelligence, whereas the greatest differences in assessments were detected in the combination of parents with other assessors. The findings in this research will be used for creating a software for giftedness assessment. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

Revealing children’s abilities and talents in the context of digitalization is one of the urgent problems of modern psychology. The first signs of giftedness may appear early, already at the stage of preschool childhood, when its development largely depends on the conditions of the microenvironment, especially in the family. Digitalization processes set a new direction for the development of the system of family education and training of preschoolers, causing the emergence of both new opportunities and new risks in discovering children’s talents. This is a complex area of scientific research, which still remains little explored. The study was aimed at identifying the psychological characteristics of using digital devices (tablets/computers) as components of a family educational microenvironment for the development of older preschoolers with signs of general giftedness. In accordance with the conceptual provisions put forward by A.M. Matyushkin, giftedness was considered as a prerequisite for the development of a creative personality. The study involved 200 children of senior preschool age (M age = 6.7, SD = 0.307, including 49% boys, 51% girls) and their parents (mostly mothers-83%, fathers-17%). The method for diagnosing intellectual abilities (MEDIA) was used. Intellectual and creative activity as well as creative thinking of the children was studied during a diagnostic game lesson using structured observation and expert assessments. The parents of the preschoolers were surveyed using a specially designed questionnaire containing questions about the use of a tablet/computer (frequency, time, programs/ games) at home for the development their children as well as questions about their interests and hobbies. The use of diagnostic techniques made it possible to single out a group (N = 24) of children with signs of giftedness among the preschoolers as well as a group of their peers for subsequent comparative analysis (their intellectual and creative abilities were less pronounced). It was found that almost all the children with signs of giftedness (95.8%), like their peers, had experience of using a tablet/computer at home for developmental purposes. The frequency of using digital devices by the preschoolers with signs of giftedness was less than that of their peers. With the observed variety of developing computer programs/ games used, their total number was less in the group of the gifted preschoolers compared to the group of their peers. Partial correspondence of digital content to the interests and hobbies of the children was revealed. Most often, when choosing computer programs/games for them, their parents pursued the goal of preparing them for school. It was recognized as necessary to provide psychological assistance to the parents of the preschoolers in solving the issues of using digital devices to develop children’s abilities and talents. The results of the study can be used to develop practical recommendations based on an integrated approach to the disclosure of giftedness at the stage of preschool childhood, taking into account the digitalization of the family microenvironment. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: journal abstract)

El alumnado de Altas Capacidades Intelectuales (ALCAIN) necesita una respuesta educativa adecuada y específica para desarrollar sus potencialidades. En España y en la Comunidad de Canarias hay normativas estatales y autonómicas que establacen un protocolo para la detección e identificación del este alumnado. El objetivo de este estudio es conocer el estado actual de identificación del alumnado ALCAIN y su rendimiento académico. Se analizarón los datos censales del alumnado ALCAIN en Canarias referentes a 8172 estudiantes (Educación Primaria=4191, Educación Secundária Obligatoria=3046 y Bachillerato=935), durante 5 años escolares (de 2015-16 hasta 2019-20), facilitados por la Dirección General de Ordenación, Innovación y Calidad, de la Consejería de Educación, Universidades, Cultura y Deportes del Gobierno de Canarias. Los datos indican que la identificación es muy baja (cerca de 1%), se identifica menos a las niñas que a los niños y que el rendimiento académico en general es alto. Se concluye que una gran parte del alumnado ALCAIN queda sin identificar y, por tanto, sin recibir la respuesta educativa que precisan. Identificar y atender adecuademente al alumnado ALCAIN es un reto importante para la Educación en Canarias.

En la literatura especializada, existe una gran brecha en relación a la identificación de estudiantes con altas capacidades en la Educación Superior, y más aún cuando se refiere a estudiantes extranjeros. Por lo tanto, el objetivo principal de este artículo fue identificar evidencias de altas capacidades en estudiantes extranjeros hispano hablantes en la Educación Superior. La investigación se configuró como descriptiva, con un enfoque cualitativo. Las participantes fueron dos mujeres, siendo una estudiante extranjera regularmente matriculada en un curso de la Educación Superior a nivel de maestría de una universidad pública del interior del estado de São Paulo, Brasil, titulada como P2, y una persona indicada por la estudiante como segunda fuente, F2. Los resultados indicaron que P2 alcanzó los puntajes mínimos establecidos de 70% en todos los instrumentos y fue indicada en las áreas: Musical, Lingüística, Espacial e Intrapersonal, Liderazgo, Creatividad, Actividades Artísticas y Deportivas. Se infiere la importancia de la continuación de los estudios con esta populación estudiantil.

Introducción. Los cambios repentinos en la modalidad educativa escolar a causa de la pandemia COVID-19 y el aislamiento social han afectado el estilo de vida, salud mental y emocional, y la percepción de su formación académica en los estudiantes con altas capacidades intelectuales. El objetivo de este estudio fue analizar las variables predictoras de la somnolencia, satisfacción con los estudios y cansancio emocional en estudiantes con altas capacidades intelectuales durante la pandemia COVID-19. Método. Este estudio involucró a 409 estudiantes de tercero a quinto grado de secundaria con altas capacidades intelectuales y que reciben una educación especial gratuita asociada al talento y alto rendimiento (COAR). Las edades oscilaron entre 14 y 17 años (M = 15.26, DE = .89). Se utilizó la Escala Breve de Satisfacción con los Estudios (EBSE), Escala de Cansancio Emocional (ECE), Escala de Hábitos de Alimentación y Actividad Física (EHAAF), Índice de Pittsburgh, Generalized Anxiety Disorder Scale-2 (GAD-2) y la Escala Corta de Somnolencia de Epworth (ESE). Se calcularon estadísticos descriptivos y se evaluó la normalidad de las variables. Además, se analizó un modelo predictivo en base a los índices de bondad de ajuste usando modelos de ecuaciones estructurales. Los análisis se realizaron a través de los programas estadisticos SPSS 24.0 y Amos 24.0. Resultados. El análisis descriptivo arrojó coeficientes de asimetría y curtosis adecuados. Los análisis muestran que todas las variables se correlacionan significativamente (p < 0.01). Así mismo, el modelo predictivo de la somnolencia, satisfacción con los estudios y el cansancio emocional presenta adecuados índices de bondad de ajuste (X2 = 7.427, gl = 6, p = .283, X2/gl = 1.238, TLI = 0.994, CFI = 0.998, RMSEA = 0.024 and SRMR = 0.186). Conclusión. En este estudio se presenta un modelo predictivo de la somnolencia, satisfacción con los estudios y el cansancio emocional en estudiantes con altas capacidades intelectuales durante la pandemia por el COVID-19. Se concluye que la actividad física, hábitos alimentarios y la calidad de sueño son predictores de la somnolencia y, a su vez, la ansiedad generalizada, la actividad física y la calidad de sueño predicen el cansancio emocional, que es también un predictor de la satisfacción con los estudios.

En el presente trabajo investigativo se planteó como objetivo general analizar las características asociadas a la superdotación y altas capacidades intelectuales. Se apoyó en una investigación desde la metodología descriptiva con diseño bibliográfico no experimental. Con la visión del paradigma cuantitativo, la cual produce datos descriptivos, que se originan por la recolección de datos. Además, se aplica el método inductivo-deductivo, el cual sugiere que para encontrar una verdad se deben buscar los hechos. Se procedió a una revisión documental de trabajos, documentos, y textos vinculados al tema investigativo, de ese modo, se extrajeron a través de la técnica de análisis de contenido, las ideas más resaltantes con la intención de construir una síntesis teórica de ese modo, los investigadores construyeron un apartado de resultados. La gestión educativa mediante sus procesos, deben promover la heterogeneidad en sus salones de clases, por la diversidad de talentos de los alumnos con altas capacidades.

Esta investigación tiene como objetivo comprender las opiniones y las experiencias de los estudiantes de magisterio sobre sus competencias para trabajar con alumnos con altas capacidades a través de la realidad virtual y el aprendizaje experimental. Metodológicamente la investigación conserva un diseño descriptivo cuantitativo, puesto que se realiza un test y post-test antes y después del proyecto de innovación, combinado con aspectos cualitativos derivados de la realización de entrevistas. Se cuenta con una muestra de cien estudiantes de magisterio de Turquía, Grecia y España. Los resultados ayudan a conocer las diferentes maneras de clasificar a los estudiantes con altas capacidades, lo que conlleva diversidad de planes y principios metodológicos según los países donde los discentes se están formando. Los futuros maestros manifiestan tener una baja competencia en el uso educativo de las herramientas de realidad virtual, pese a ello, indican que el binomio que conforma el aprendizaje experimental y la realidad virtual ha sido una metodología muy positiva para mejorar sus competencias. El haber realizado un nuevo plan de estudios basado en la teoría del aprendizaje experimental para la formación de profesores, supone un avance significativo en la formación de los futuros docentes para trabajar con niños superdotados y talentosos.

(analítico)El objetivo del estudio fue describir conocimientos y mitos de profesores colombianos sobre Altas Capacidades Intelectuales (ACI), analizando su relación con variables sociodemográficas de interés. Se utilizó una metodología no experimental, transversal descriptiva-correlacional. Participaron 584 profesores de preescolar, educación básica y media, de 160 municipios seleccionados mediante muestreo no probabilístico, que diligenciaron el cuestionario de conocimientos y mitos sobre ACI. El porcentaje general de aciertos en el cuestionario fue bajo: se encontraron niveles elevados de falsas creencias relacionadas principalmente con la naturaleza de la superdotación, su rendimiento, sus logros y sobre la intervención educativa. De igual manera, se encontró relación entre las falsas creencias sobre ACI y el género de los participantes. Estos resultados ponen de relieve la necesidad de mejorar la formación sobre ACI en la preparación del profesorado. Palabras clave:Alta capacidad intelectual; educación inclusiva; falsas creencias; formación de docentes.

INTRODUCCIÓN. En el caso concreto de las altas capacidades, además de desarrollar la capacidad cognitiva de estos alumnos, ha habido una incipiente preocupación por el desarrollo de las habilidades sociales y el desarrollo socioemocional. Se comprende, por lo tanto, que su configuración es multidimensional. MÉTODO. El objetivo de esta revisión sistemática es encontrar diferentes procesos de enriquecimiento que favorezcan el desarrollo socioemocional e integral de los alumnos con altas capacidades. Se pretende conocer de cerca la realidad dentro del contexto educativo con este colectivo. Para la elaboración de esta revisión, se han seguido las directrices de la metodología PRISMA de aquellos artículos encontrados en las bases de datos Web of Science, PubMed, Redalyc, Google Académico, Eric y Dialnet. RESULTADOS. Resultan ser 16 los artículos seleccionados para la investigación, donde la mayoría se sitúan en la mejoría de habilidades sociales gracias a una intervención educativa concreta. En muchos de los artículos se separa el grupo de tratamiento del grupo de referencia. Desde un enfoque dinámico de entender las altas capacidades, estos alumnos no muestran una brecha entre sus niveles cognitivos y emocionales. A pesar de las limitaciones presentadas en los artículos de cada una de las intervenciones, todas ellas concluyen en el progreso de habilidades sociales de los participantes. DISCUSIÓN. Se insiste en la importancia de fomentar programas de inteligencia y educación emocional con el fin de conseguir mayores niveles de bienestar personal y social desde los diferentes ambientes educativos relacionados con los estudiantes con altas capacidades. De esta forma, se recalca la necesidad de desarrollar un aprendizaje integral de todas las áreas de cada uno de los estudiantes.

INTRODUCCIÓN: El presente trabajo muestra el proceso de adaptación y estudio de las propiedades psicométricas del Cuestionario de mitos sobre altas capacidades intelectuales en población colombiana. La versión inicial del cuestionario constaba de una escala dicotómica de 20 ítems estructurados en cuatro dimensiones. MÉTODO: Se realizaron dos estudios cuantitativos de alcance descriptivo mediante una metodología de encuesta de carácter transversal. El cuestionario se aplicó en un primer momento a una muestra de 160 profesores; y en un segundo momento a 424 profesores de instituciones educativas públicas y privadas de diferentes regiones de Colombia. Los datos fueron sometidos a un estudio de consistencia interna y de la estructura factorial mediante análisis factorial exploratorio (AFE) y confirmatorio (AFC). RESULTADOS: Los resultados obtenidos en el AFE permitieron reducir el cuestionario a 18 ítems manteniendo cuatro dimensiones, que se pusieron a prueba mediante el AFC. La versión final del instrumento quedó conformada por 15 ítems y tres dimensiones: Mitos relacionados con el perfil de las altas capacidades intelectuales (ACI) y logros; Mitos relacionados con la adaptación social y aspectos físicos; y Mitos relacionados con la naturaleza de las ACI. DISCUSIÓN: El modelo de tres dimensiones es apropiado con unos índices de bondad de ajuste elevados y fiabilidades altas en las tres dimensiones y escala total. Este cuestionario es una herramienta fiable para la valoración de falsas creencias sobre las ACI en el profesorado colombiano.

The focus of the field of giftedness is on the wrong thing. Instead of focusing on identifying who is gifted, the field should identify how people will deploy their gifts and educate students to deploy their gifts in ways that will make the world a better place. In this article, I present at least a partial taxonomy of how gifts can be deployed and discuss how the taxonomy can be used to shift the emphasis in the field. In particular, I discuss nine types of giftedness: Type 1—unidentified; Type 2—inert (largely undeployed) giftedness; Type 3—fully transactional giftedness (where one gives something back in return for getting something); Type 4—self-transformational giftedness (where one transforms oneself but not others); Type 5—other-transformational giftedness (where one transforms others but not oneself); Type 6—full transformational giftedness (where one transforms both oneself and others); Type 7—self-destructive giftedness (where one’s gifts are deployed self-destructively); Type 8—other-destructive giftedness (where one’s gifts are deployed toward destroying others); and Type 9—full pseudo-transformational giftedness (where one’s gifts are destructive of oneself and others). (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: journal abstract)

Objectives/Background: Intellectual giftedness is characterized by an intellectual development superior to peers, while emotional and relational developments correspond to the age norms. Few empirical researches have investigated sleep profile of gifted children (GC) and its association with their well-being, all of which used IQ as the sole definition criteria for GC. This study aimed to investigate the interaction between giftedness and sleep on socio-emotional functioning. Participants: The sample consisted of 32 GC (25 boys; mean age = 9.62, SD = 1.81) and 17 typically-developing children (TD: 13 boys; mean age = 10.23 years, SD = 1.95). Giftedness was identified using Renzulli’s three-factor definition of giftedness. Methods: Children’s sleep and socio-emotional functioning were respectively assessed with the Children’s Sleep Habits Questionnaire and the Child Behavior Checklist, both completed by parents. Results: Being in the GC group increased by 4.67 times the risk of having sleep problems and 14.12 times the risk of having maladaptive behaviors. Two-way ANOVA tests showed that sleep problems tended to moderate the relation between giftedness and adjustment difficulties so that the combination of giftedness and sleep problems appeared to be prejudicial to socio-emotional functioning. Conclusion: Giftedness could be a risk factor for sleep disorders as well as adjustment difficulties. The present results support the importance of addressing sleep in the GC assessment to improve their well-being and eventually limit the negative impacts of sleep difficulties on emotional and behavioral functioning. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: journal abstract)