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This study aimed to compare two types of measures (reasoning test and parent’s nomination) used in the assessment of intellectual giftedness. Accordingly, the Reasoning Test Battery (BPR-5) and the parents version of the Overexcitability Scales, more specifically the Intellectual Overexcitability scale (SEI) were applied with elementary school students ( n = 67) and their parents or guardians ( n = 67), respectively. When comparing the two measures, it was observed that students who performed better in the BPR-5 also tended to receive higher means in the SEI. Significant positive correlations, which ranged from weak to moderate, were obtained between the SEI, the general reasoning ability, and some types of reasoning (verbal, abstract, and numeric). The comparison and positive associations between the two instruments indicate that both investigate related constructs. However, the measures should be considered as complementary rather than substitutive. (PsycINFO Database Record (c) 2019 APA, all rights reserved) (Source: journal abstract) Resumen en idioma originalEste estudo teve como objetivo comparar dois tipos de medidas (Teste de Raciocínio e Nomeação por Pais) utilizadas na avaliação de dotação intelectual. Para tanto, aplicaram-se a Bateria de Provas de Raciocínio (BPR-5) e a versão para pais das Escalas de Sobre-Excitabilidade, mais especificamente a escala de Sobre-Excitabilidade Intelectual (SEI), em alunos do ensino fundamental ( n = 67) e em seus pais ou responsáveis ( n = 67), respectivamente. Ao comparar as duas medidas, observou-se que os estudantes que apresentaram melhor desempenho no escore geral da BPR-5 também tenderam a apresentar médias mais altas na SEI. Foram obtidas correlações positivas, significativas, que variaram de fracas a moderadas, entre a SEI, a capacidade cognitiva geral e alguns tipos de raciocínio (verbal, abstrato e numérico). A comparação e as associações positivas entre os dois instrumentos permitem sugerir que ambos investigam construtos correlatos. Entretanto, as medidas devem ser consideradas como complementares e não substitutivas. (PsycINFO Database Record (c) 2019 APA, all rights reserved) (Source: journal abstract) Resumen en idioma originalEste estudio tuvo como objetivo comparar dos tipos de medidas (prueba de raciocinio y nombramiento por padres) utilizadas en la evaluación de dotación intelectual. Razón por la cual, se aplicaron la Batería de Pruebas de Razonamiento (BPR-5) y la versión para padres de las Escalas de Sobreexcitabilidad, más específicamente se aplicó la Escala de Sobreexcitabilidad Intelectual (SEI) en alumnos de la enseñanza básica ( n = 67) y en sus padres o responsables ( n = 67). Al comparar las dos medidas, se observó que los estudiantes que presentan mejor desempeño en la BPR-5, también tienden en presentar medias más altas en la SEI. Se obtuvo correlaciones positivas, significativas y débiles entre la SEI y la capacidad general de razonamiento. La SEI también se correlacionó positiva y significativamente con algunos tipos de razonamiento (Verbal, Abstracto y Numérico). La comparación y las asociaciones positivas entre los dos instrumentos permiten sugerir que ambos investigan constructos relacionados. Con todo, las medidas deben ser consideradas como complementarias y no substitutivas. Palabras clave: sobreexcitabilidad; superdotación; evaluación psicológica. (PsycINFO Database Record (c) 2019 APA, all rights reserved) (Source: journal abstract)

Interest in the place accorded to gifted adults in our society and the socio-occupational integration difficulties they have to deal with has grown over the last few years. Despite their intelligence, gifted people have certain vulnerabilities and do not always enjoy working conditions that would allow them to develop to their full potential. However, public policies, be they European or national, are paying more attention to their place in socio-productive organizations. Given the importance of promoting diversity and quality of work life, a collective investment in this issue would undoubtedly be beneficial to society and allow it to better integrate the myriad resources of human intelligence. (PsycInfo Database Record (c) 2020 APA, all rights reserved) (Source: journal abstract) Resumen en idioma originalSujet émergent depuis quelques années, la question des adultes doués et de la place qui leur est faite au sein de notre société met en évidence les difficultés d’intégration socio-professionnelle auxquelles ces derniers sont exposés. Bénéficiant d’une intelligence à laquelle sont cependant corrélées certaines vulnérabilités, les personnes douées ne bénéficient pas toujours de conditions favorables au développement de leur plein potentiel. Pourtant, les politiques publiques, qu’elles soient européennes ou nationales, tendraient à ce qu’une attention particulière leur soit accordée au sein des organisations socio-productives – prise en charge par la collectivité qui, à n’en pas douter et au regard des enjeux que recouvre la promotion de la diversité et de la qualité de vie au travail, ne peut que leur être profitable tant elle leur permettrait d’intégrer toutes les ressources de l’intelligence humaine. (PsycInfo Database Record (c) 2020 APA, all rights reserved) (Source: journal abstract)

The underachievement of gifted students is a serious problem in gifted education. Although analytic research strategies have identified many causes of underachievement, this kind of approach still needs to be complemented by synthetic research strategies. The actiotope model of giftedness, for example, suggests that the effect of educational capital on achievement is mediated by learning capital. In an empirical study with a sample of 143 gifted Spanish secondary school students, educational capital was characterized by various forms of parental involvement aimed at the learning successes of children. Learning capital was represented by two types of learning strategies: metacognitive strategies and elaboration strategies. Following the method developed by Baron and Kenny, the hypothesized mediation of learning capital between educational capital and school achievement was confirmed. (PsycINFO Database Record (c) 2020 APA, all rights reserved) (Source: journal abstract)

Current practices in study design and data analysis have led to low reproducibility and replicability of findings in fields such as psychology, medicine, biology, and economics. Because gifted education research relies on the same underlying statistical and sociological paradigms, it is likely that it too suffers from these problems. This article discusses the origin of the poor replicability and introduces a set of open science practices that can increase the rigor and trustworthiness of gifted education’s scientific findings: preregistration, open data and open materials, registered reports, and preprints. Readers are directed to Internet resources for facilitating open science. To model these practices, a pre peer-review preprint of this article is available at https://psyarxiv.com/nhuv3/. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

The current study aims first, to compare mean performance data of intellectually gifted individuals on the WAIS-IV with a matched comparison group; second, to revalidate the CHC five-factor structure of the WAIS-IV within this special group. 157 Italian Mensa members (125 males) were administered the full battery (i.e., both 10 standard and 5 supplementary subtests). The individuals were aged 18-60 years and had a mean age of 33.97 years (SD = 10.22). Results showed that i) Mensa members’ IQ mean was approximately in the gifted range; moreover, they had the highest performances in visual perceptual reasoning, while they were relatively weak on processing speed; ii) CHC factor structure suggested by Pezzuti et al. (2017) was confirmed; Perceptual Reasoning Index grouped two different broad abilities, i.e. Fluid Reasoning (with Arithmetic loaded on it stronger than on Short Term Memory) and Visual Processing. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract) Resumen en idioma originalIl presente studio ha avuto due obiettivi: primo, comparare le prestazioni dei soggetti plusdotati alla WAIS-IV con un campione di controllo appaiato per genere, età e livello di istruzione; secondo, rivalidare la struttura CHC a 5 fattori della WAIS-IV all’interno di questa popolazione speciale. Per questo, è stata somministrata l’intera batteria (cioè, i 10 subtest standard e i 5 supplementari) ad un campione di 157 membri del Mensa Italia (125 maschi). Entrambi i gruppi avevano un’età compresa tra 18-60 anni e avevano un’età media di 33.97 anni (DS = 10.22). I risultati hanno mostrato che: i) il QI medio dei membri del Mensa si collocava a ridosso del range dei soggetti plusdotati; inoltre, i soggetti plusdotati avevano prestazioni migliori nei compiti di ragionamento visuopercettivo e una debolezza relativa nella velocità di elaborazione; ii) la struttura fattoriale CHC suggerita da Pezzuti et al. (2018) è stata confermata. L’Indice di Ragionamento visuo-percettivo raggruppava due abilità ampie distinte: Ragionamento Fluido (con Ragionamento aritmetico che mostrava una maggiore saturazione su di esso rispetto all’abilità di Memoria a breve termine) ed Elaborazione Visiva. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

Following debate over the use of the WAIS-IV Canadian adult norms that has been suitably addressed, this study examines the normative differences in the WISC-V child and adolescent data in three ways: (a) presenting a comparison of country normative data across subtest and composite scores for demographically matched and unmatched samples, (b) providing a review of Canadian-U.S. standard FSIQ score differences across ability level, and (c) comparing the case detection accuracy of the WISC-V CDN versus U.S. norms for children with intellectual disability and giftedness. Results demonstrate small mean differences overall in the WISC-V norms when comparing the standardization samples in the two countries; however, there are significant observable differences in the sensitivity of the norms in identifying case status. This is vital for accurate identification, and supports the use of Canadian norms in clinical and gifted decision making. These results support the use of Canadian norms when assessing these exceptional children following best clinical assessment practices and testing guidelines. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract) Resumen en idioma originalÀ la suite du débat concernant l’utilisation des normes adultes canadiennes WAIS-IV, lequel a a été relativement bien adressé, la présente étude examine les écarts normatifs au niveau des données sur les enfants et les adolescents de la WISC-V de trois façons : (a) en présentant une comparaison des données normatives par pays sur un ensemble de scores de sous-tests et composites pour des échantillons appariés et non-appariés sur le plan démographique, (b) en fournissant un examen des écarts de scores FSIQ standard entre le Canada et les É.-U. sur l’ensemble des niveaux de capacités, et (c) en comparant la précision en ce qui a trait à la détection des cas de la WISC-V par rapport aux normes américaines chez les enfants atteints de déficience intellectuelle et de douance. Les résultats montrent de faibles écarts moyens dans l’ensemble au niveau des normes WISC-V lorsque l’on compare les échantillons de normalisation dans les deux pays; or, il existe des différences notables dans la sensibilité des normes en ce qui a trait à l’identification de l’état des cas. Cela s’avère capital pour une identification adéquate et soutient l’utilisation des normes canadiennes pour la prise de décisions cliniques et celles de personnes douées. Ces résultats appuient l’utilisation des normes canadiennes dans l’évaluation de ces enfants exceptionnels conformément aux pratiques d’évaluation clinique exemplaires et aux lignes directrices de mise à l’essai. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract) Impact statementPublic Significance Statement—Intelligence assessments are used by psychologists in health and education settings every day to assist in the identification of strengths and weaknesses in cognitive abilities, including the identification of giftedness and diagnosis of intellectual disability. It is important that these assessments have representative population norms so that children are accurately diagnosed/identified and can receive appropriate support. This article reviews the need for and importance of distinct Canadian norms when using the Canadian edition of the Wechsler Intelligence Scale for Children, Fifth Edition (WISC-VCDN), for making important clinical decisions. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

In this article, we review research on poverty, both poverty rates and the effects of poverty on academic achievement more generally and on the identification and services for low-income gifted children specifically. This review sets the stage for further discussion of the research findings on identification practices including the efficacy of various approaches to increase the identification of gifted students in poverty. We then review research on the effectiveness of programs designed specifically to identify students with potential and support them through talent development services. Finally, we conclude the literature review with recommendations for future research. (PsycINFO Database Record (c) 2018 APA, all rights reserved) (Source: journal abstract)

This study investigated the life projects of 40 adolescents with high abilities/giftedness, equally divided by sex and type of giftedness (schoolhouse or creative production). The clinical method proposed by Piaget was used to ask assess the youths’ life projectsand their justifications. Results indicated that 229 projections emphasized ‘academic education’, ‘professional activity’ and ‘loving relationship’. The justifications were mainly of the ‘self-centered’ type, suggesting that most of the projections did not present the moral and ethical perspective, since they marked the individual interests without the moral values. We hope that the results will help psychopedagogical actions that motivate the creation of ethical life projects aimed at building a society based on morality and ethics. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract) Resumen en idioma originalCette étude a étudié les projets de vie de 40 adolescents avec des signes de haute potentiel/douance, également divisés en sexe et type de douance (scolaire ou créative-productive). Pour ce faire, nous avons demandé, à travers la méthode clinique piagétienne, quels étaient les projets de vie des jeunes et les justifications de chacune des projections. Au total, 229 projets ont été présentés, en mettant l’accent sur la “formation académique”, “l’activité professionnelle” et la “relation affective”. Les justifications étaient, principalement, de type “égocentrique”, suggérant que la majorité des projections ne présentaient pas la perspective morale et éthique, puisqu’elles désignaient des intérêts individuels, dépourvus de valeurs morales. Nous espérons que les résultats aideront les actions psychopédagogiques qui motivent la création de projets de vie éthiques pour la construction d’une société basée sur la morale et l’éthique. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract) Resumen en idioma originalEste estudo investigou os projetos de vida de 40 adolescentes com indícios de altas habilidades/ superdotação, divididos igualmente quanto ao sexo e tipo de superdotação (escolar ou criativo-produtiva). Para tanto, perguntamos, através do método clínico piagetiano, quais eram os projetos de vida dos jovens e as justificativas para cada uma das projeções. Foram apresentados 229 projetos, com ênfase para ‘formação acadêmica’, ‘atividade profissional’, e ‘relacionamento afetivo’. As justificativas foram, principalmente, do tipo ‘autocentrado’, sugerindo que a maioria das projeções não apresentou a perspectiva moral e ética, pois assinalaram os interesses individuais, desprovidos dos valores morais. Esperamos que os resultados auxiliem ações psicopedagógicas que motivem a criação de projetos de vida éticos visando à construção de uma sociedade pautada na moral e na ética. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract) Resumen en idioma originalEste estudio investigó los proyectos de vida de 40 adolescentes con indicios de altas habilidades/ superdotación, divididos igualmente en cuanto al sexo y tipo de superdotación (escolar o creativo-productiva). Para ello, preguntamos, a través del método clínico piagetiano, cuáles eran los proyectos de vida de los jóvenes y las justificaciones para cada una de las proyecciones. Se presentaron 229 proyectos, con énfasis para ‘formación académica’, ‘actividad profesional’, y ‘relación afectiva’. Las justificaciones fueron, principalmente, del tipo ‘autocentrado’, sugiriendo que la mayoría de las proyecciones no presentó la perspectiva moral y ética, pues señalaron los intereses individuales, desprovistos de los valores morales. Esperamos que los resultados ayuden a las acciones psicopedagógicas que motiven la creación de proyectos de vida éticos para la construcción de una sociedad pautada en la moral y la ética. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

The exploratory study searches to evaluate the question on how knowledge about gifted education—as a topic still underrepresented in the legislation and educational research in Italy—is spread within a population of either school teachers and students studying to become school teachers. Therefore, this work marks an important step towards the goal of improving the knowledge of teaching methods, and emphasizes strategies of inclusion by exploring different approaches in order to facilitate the recognition of the special educational needs of gifted children. In this research participated 70 third and fourth semester university students following the courses SDE (Scienze dell’ Educazione), EPC (Educatore Professionale di Comunità) and SFP (Scienze della Formazione Primaria) during the academic year 2016/17, and 35 teachers of primary and secondary schools. The results indicate that gifted education has been widely excluded from special and inclusive education practices, and bring into focus the need to reflect critically on service and preservice teaching preparation. In order to eventually increase the quality of education, and to outline the operating practices towards gifted education, it seems inevitable to deepen this approach with further qualitative and quantitative research. Therefore, the present study confirms the key role of the inclusive teacher towards fulfilling the special educational needs of a student with high cognitive potential. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract) Resumen en idioma originalIl contributo descrive una ricerca a carattere esplorativo volta a individuare le rappresentazioni dei futuri insegnanti e degli insegnanti in servizio nei confronti della plusdotazione, un costrutto che nel nostro Paese ottiene una limitata attenzione sia da parte del legislatore, sia per quanto riguarda la ricerca in ambito scolastico. La finalità sottesa all’indagine è stata quella di esplorare possibili modalità per migliorare il riconoscimento dei bisogni educativi speciali degli studenti plusdotati, soprattutto per quanto riguarda la conoscenza delle strategie didattiche per garantirne l’inclusione. Complessivamente hanno partecipato alla ricerca 35 insegnanti di scuola primaria e di scuola secondaria di primo grado (in servizio nell’anno scolastico 2016/17) e 70 studenti universitari frequentanti nell’a.a. 2016/17 la seconda annualità dei corsi di laurea SDE (Scienze dell’Educazione), EPC (Educatore Professionale di Comunità) e SFP (Scienze della Formazione Primaria). Le loro rappresentazioni hanno messo in evidenza una estromissione della plusdotazione dall’ambito della «special and inclusive education». Un dato che ha permesso di problematizzare criticamente la formazione iniziale e in servizio degli insegnanti e degli educatori, e di tratteggiare percorsi operativi a favore della «Gifted education», da approfondire con ulteriori indagini di tipo quali-quanitativo. Nell’ottica che valorizza il ruolo essenziale dei docenti nella realizzazione dell’inclusione, il presente lavoro conferma la tendenza che affida agli insegnanti inclusivi e competenti un ruolo essenziale nel soddisfare e valorizzare i bisogni educativi speciali dello studente con alto potenziale cognitivo. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

Based on the Actiotope Model of Giftedness, this article introduces a learning-resource-oriented approach for gifted education. It provides a comprehensive categorization of learning resources, including five exogenous learning resources termed educational capital and five endogenous learning resources termed learning capital. Evidence from the literature is presented that supports the validity of each of the categories. Finally, 12 implications of a learning resource orientation for gifted education are discussed in relation to four areas: gifted education orientations, gifted identification, gifted education principles, and gifted learning resources management. (PsycINFO Database Record (c) 2018 APA, all rights reserved) (Source: journal abstract)

Most mathematical cognition research has focused on understanding normal adult function and child development as well as mildly and moderately impaired mathematical skill, often labeled developmental dyscalculia and/or mathematical learning disability. In contrast, much less research is available on cognitive and neural correlates of gifted/excellent mathematical knowledge in adults and children. In order to facilitate further inquiry into this area, here we review 40 available studies, which examine the cognitive and neural basis of gifted mathematics. Studies associated a large number of cognitive factors with gifted mathematics, with spatial processing and working memory being the most frequently identified contributors. However, the current literature suffers from low statistical power, which most probably contributes to variability across findings. Other major shortcomings include failing to establish domain and stimulus specificity of findings, suggesting causation without sufficient evidence and the frequent use of invalid backward inference in neuro-imaging studies. Future studies must increase statistical power and neuro-imaging studies must rely on supporting behavioral data when interpreting findings. Studies should investigate the factors shown to correlate with math giftedness in a more specific manner and determine exactly how individual factors may contribute to gifted math ability. (PsycINFO Database Record (c) 2018 APA, all rights reserved) (Source: journal abstract)

Objectives: The aim of this study was to develop a new parental rating scale for identification of intellectually gifted preschoolers (4 to 6 years of age). This new scale, the Preschooler’s Ability Rating Scale (PARS), consists of two parts—PARS-PRE, which follows the principle of precocity and inquires about the age at which giftedness-relevant behavior appeared for the first time; and PARS-CUR, which focuses on the current level of abilities. Participants and setting: In total, 263 Czech mothers and 90 children participated in the main study. Hypotheses: PARS will have a two-dimensional structure corresponding to its two parts. Both parts will significantly correlate with scores on the Woodcock-Johnson: International edition II (WJ IE II COG).Statistical analysis. 1. Item analysis; 2. Exploratory factor analysis; 3. Correlational analyses with WJ IE II COG; 4. ROC analysis to evaluate the specificity and sensitivity. Results: Factor analysis suggests a three-factor structure—two of the factors correspond to the scale’s original parts, and the third factor reflects early reading and counting (4 items from the precocity part). The diagnostic accuracy of the first two factors is similarly low (r PRE = .33, r CUR = .25), but substantially higher for the early reading/counting factor (r LIT = .52). Addition-ally, parental ratings are, in general, based more on children’s verbal abilities than their nonverbal abilities. Given the low criterial validity, the authors do not recommend utilizing the PARS scale in practical setting, however, the conclusions are useful for further development of similarly-minded scales. Study limitations: Only 90 children were administered the WJ IE II COG—the small sample size affects the precision of parameter estimates. The parentsʼ sample consists only of mothers. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract) Resumen en idioma originalCíle: Cílem studie bylo vytvoření nové posuzovací škály pro identifikaci nadaných předškoláků ve věku 4-6 let. Tato nová metoda, Preschooler’s Ability Rating Scale (PARS), má dvě části. První je PARS-PRE, která vychází z principu předčasné zralosti a její položky se zaměřují na věk, ve kterém rodiče poprvé pozorovali určité projevy chování, které mohou souviset s nadáním. Druhá je PARS-CUR, která se zaměřuje na aktuální úroveň schopností. Vzorek: Do hlavní části studie bylo zapojeno celkem 263 matek a 90 dětí z České republiky. Hypotézy: Posuzovací škála PARS bude mít dvoudimenzionální strukturu odpovídající jejím dvěma částem. Obě části budou silně korelovat se skóry baterie Woodcock-Johnson: International edition II (WJ IE II COG). Analýzy. 1. Položková analýza; 2. Explorační faktorová analýza; 3. Korelace s WJ IE II COG; 4. ROC analýza ke stanovení specificity a senzitivity. Výsledky: Výsledky faktorové analýzy naznačují třídimenzionální strukturu—dva faktory odpoví-dající dvěma částem škály a třetí faktor tvořený 4 položkami části PARS-PRE, které se zaměřují na časné čtení a počítání. Diagnostická přesnost dvou hlavních faktorů je srovnatelně nízká (r PRE = .33, r CUR = .25), výrazně vyšší je u třetího fak-toru (r LIT = .52). Dá se říci, že obecně je rodi-čovské hodnocení více založeno na verbálních schopnostech dítěte než na těch neverbálních. S ohledem na nízkou kriteriální validitu nelze doporučit škálu PARS pro využívání v praxi, závěry mohou být nicméně užitečné při vývoji podobně zaměřených nástrojů v budoucnu. Limity: Baterie WJ IE II COG byla administrována pouze 90 dětem—takto malý vzorek ovlivnil přesnost odhadu parametrů. Do rodičovské-ho hodnocení škálou PARS se zapojily pouze matky. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

Self-efficacy concerns the individual’s beliefs in their ability to perform certain activities and influences the level of determination and effort involved. This study aimed to investigate whether teacher education courses for inclusive practices, involving sources of self-efficacy, produce effects on teacher self-efficacy. Thirty-six teachers participated; part of them took part in the course on inclusion of students with intellectual disabilities and the others on inclusion of students with giftedness. The courses stood out for their indissolubility between theory and practice and joint reflexive analysis of videos with successful inclusive educational situations, in order to involve social persuasion and vicarious experiences. The effects of the teacher education were evaluated with the Teacher Efficacy for Inclusive Practices Scale, in the versions Intellectual Disability and Giftedness. The results revealed that there was an increase in teachers’ self-efficacy, in order to indicate the potential of the sources of self-efficacy addressed in teacher education. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract) Resumen en idioma originalA autoeficácia diz respeito às crenças do indivíduo em suas capacidades para realizar determinadas atividades e influencia seu nível de determinação e esforço. Este estudo teve como objetivo investigar se cursos de formação para práticas inclusivas que envolvem fontes de autoeficácia produzem efeitos na autoeficácia docente. Participaram 36 professores, parte deles realizou curso sobre inclusão de estudantes com deficiência intelectual, os demais realizaram curso sobre inclusão de estudantes com altas habilidades/superdotação. Os cursos primavam pela indissociabilidade entre teoria e prática e análise reflexiva conjunta acerca de vídeos com situações educacionais inclusivas bem-sucedidas de modo a envolver persuasão social e experiências vicárias. Os efeitos da formação foram avaliados a partir da Escala de Eficácia Docente para Práticas Inclusivas nas versões Deficiência Intelectual e Altas Habilidades/Superdotação. Os resultados revelaram que houve aumento na autoeficácia dos professores de modo a indicar as potencialidades das fontes de autoeficácia abordadas na formação docente. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract) Resumen en idioma originalLa autoeficacia se refiere a las creencias del individuo en su capacidad para realizar ciertas actividades e influye en el nivel de determinación y esfuerzo involucrados. Este estudio tuvo como objetivo investigar si los cursos de capacitación para prácticas inclusivas que involucren fuentes de autoeficacia producen efectos sobre la autoeficacia docente. Participaron 36 profesores; una parte realizó un curso sobre la inclusión de estudiantes con discapacidad intelectual y los demás, sobre la inclusión de estudiantes con superdotación. Los cursos se destacaron por su inseparabilidad entre la teoría y la práctica y el análisis reflexivo conjunto de videos con situaciones educativas inclusivas exitosas para involucrar la persuasión social y las experiencias vicarias. Los efectos de la formación se evaluaron con la Escala de Eficacia Docente para Prácticas Inclusivas, en las versiones Discapacidad Intelectual y Superdotación. Los resultados revelaron que hubo un aumento en la autoeficacia de los docentes, con el fin de indicar el potencial de las fuentes de autoeficacia abordadas en la formación docente. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

The analysis of the mathematical performance of the students favors the adjustment and individualization of the educational processes for this area of learning. Due to its relevance in daily life, the teacher must bear in mind the functionality and transfer of mathematical learning. The generalization of research that combines theory and practice is essential. In this sense, there are few studies at the curriculum level for mathematics related to the education of gifted and/or mathematically talented students. Thus, it becomes pertinent to analyze such mathematical skills and the factors in which these students stand out. The purpose of this study is to analyze the types of mathematical reasoning and representations based on problem-solving tasks expressed by gifted students on an educational level with a good performance in the area of Mathematics. Forty-two students were evaluated as gifted, and were compared with 52 high-performance students in terms of age and school year (10-15 years old). The existence of statistically significant differences in certain tasks and representations was verified, with the schoolchildren with the greatest potential showing more complex representations and more elaborate reasoning. Knowing the nature of the potentialities favors the individualization of the educational processes. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract) Resumen en idioma originalL’analyse des performances mathématiques des élèves favorise l’ajustement et l’individualisation des processus éducatifs pour ce domaine d’apprentissage. En raison de son importance dans la vie quotidienne, l’enseignant envisager la fonctionnalité et le transfert de l’apprentissage mathématique. La généralisation des investigations combinant théorie et pratique est considérée comme essentielle. À cet égard, les études sur des programmes pour les mathématiques liées à l’éducation des écoliers surdoués et / ou talentueux sont rares. Ceci permet de réfléchir sur ces compétences mathématiques et oú des facteurs ces élèves sont excellents. Cette étude vise à analyser les types de raisonnement et de représentations mathématiques à partir de la résolution de problèmes par des étudiants surdoués diagnostiqués par rapport aux élèves au même niveau d’instruction avec de bons résultats dans le domaine des mathématiques. Quarante-deux élèves ont été évalués comme surdoués et ils sont assimilés à 52 élèves très performants tenant compte de leur âge et de leur année de scolarité (écoliers âgés de 10 à 15 ans). Les résultats semblent indiquer l’existence de différences statistiquement significatives dans certaines tâches et représentations, montrant aux écoliers avec une plus grande potentialité des représentations, plus complexes et avec un raisonnement plus élaboré en général. Les études avec ces étudiants nous permettent de connaître la nature de leurs potentialités et favorisent l’individualisation de l’apprentissage. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract) Resumen en idioma originalA análise do desempenho matemático dos alunos favorece o ajustamento e a individualização dos processos educativos para esta área de aprendizagem. Devido à sua relevância na vida quotidiana, o docente deve ter em conta a funcionalidade e transferência das aprendizagens matemáticas. A generalização de investigações que combinam teoria e prática é considerada essencial. Neste sentido, são escassos os estudos no plano curricular para a Matemática relativos à formação de alunos sobredotados e/ou matematicamente talentosos. Deste modo, torna-se pertinente analisar essas competências matemáticas e em que fatores esses alunos se destacam. O presente estudo tem como objetivo analisar os tipos de raciocínio e de representações matemáticas a partir de tarefas de resolução de problemas desenvolvidas por alunos com diagnóstico de sobredotação em comparação com alunos matriculados no mesmo nível de escolaridade com bom desempenho na área da Matemática. Foram considerados 42 alunos avaliados como sobredotados e comparados com 52 alunos de alto rendimento considerando a sua idade e a etapa de escolaridade (alunos entre os 10 e os 15 anos). Os resultados sugerem a existência de diferenças estatisticamente significativas em determinadas tarefas e representações, evidenciando os alunos com maior potencial representações mais complexas e raciocínios mais elaborados em geral. Os estudos com estes alunos permitem conhecer a natureza das suas potencialidades e favorecem a individualização dos processos educativos. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract) Resumen en idioma originalEl análisis del desempeño matemático de los alumnos favorece el ajuste y la individualización de los procesos educativos para esta área de aprendizaje. Por su relevancia en la vida cotidiana, el docente deberá de tener presente la funcionalidad y transferencia que tienen los aprendizajes matemáticos. La generalización de investigaciones que aún en teoría y práctica se conforman como imprescindibles. En este sentido, son escasos los estudios en el plano curricular para la Matemáticas relativos a la educación de los escolares superdotados y/o matemáticamente talentosos. De esta forma, se torna pertinente analizar tales competencias matemáticas y en qué factores estos alumnos sobresalen. El presente estudio tiene como propósito analizar los tipos de raciocinio y representaciones matemáticas a partir de tareas de resolución de problemas desarrolladas por escolares superdotados diagnosticados en comparación con alumnado escolarizado en su mismo nivel educativo con un buen rendimiento en el área de Matemáticas. Se han considerado 42 escolares evaluados como superdotados, y se equiparan con 52 alumnos de rendimiento alto considerando su edad y año de escolaridad (escolares entre los 10 y los 15 años de edad). Los resultados sugieren la existencia de diferencias estadísticamente significativas en determinadas tareas y representaciones, mostrando los escolares con mayor potencialidad representaciones más complejas y raciocinios más elaborados en general. Estudios con estos alumnos permiten conocer la naturaleza de sus potencialidades y favorecer la individualización de los procesos educativos. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

This article explores educator perceptions of gifted and talented (GT) English language learning (ELL) students. Nine educators from two schools within a school district with high population of ELL students were interviewed in this qualitative study. Discussion focused on understanding teachers’ ideas regarding ELL gifted students. Three main themes emerged from interviews: educator perceptions, identification, and professional development. Implications from the study include the need for specific professional development to restructure thinking regarding ELL students and to inform educators on the myriad of ways giftedness may manifest itself. (PsycInfo Database Record (c) 2021 APA, all rights reserved) (Source: journal abstract)

Presents an interview with Steven Pfeiffer, a popular speaker on how to raise successful and psychologically well-adjusted gifted kids. Prior to his tenure at FSU, Dr. Pfeiffer was a Professor at Duke University, where he served as Executive Director of Duke’s gifted program. He also served as Director of Devereux’s Institute of Clinical Training & Research, headquartered in Villanova, PA. Dr. Pfeiffer has worked as a Pediatric Psychologist at the Ochsner Clinic and Medical Center in New Orleans, and as a Clinical Psychologist in the U.S. Navy Medical Service Corps. Author of over 200 articles and book chapters, he is lead author of the Gifted Rating Scales (2003; 2020). For many years an advocate for children’s socioemotional needs, Dr. Pfeiffer has testified at the White House and before the Italian Parliament. Eminent scholar Alan Kaufman of Yale University considers Steven Pfeiffer, “Among the small group of the world’s leading experts in the (gifted) field…” (PsycInfo Database Record (c) 2021 APA, all rights reserved)

There are difficulties regarding the identification of twice-exceptional students in Turkey. These children can be identified properly by way of multidimensional assessment. The purpose of the present study was to examine through family interviews, child interviews, products of the child and non-verbal intelligence tests the areas of difficulty and ability areas for Alp who has a probability of being identified with learning disabilities and giftedness. A single-subject case study model has been utilised for the study. Semi-structured interview form was applied during the study to acquire the opinions of the family. Study sample analysis and reading fluency activities were carried out in order to analyse the difficulties in reading and writing. Non-verbal intelligence tests were applied for identifying non-verbal cognitive ability. Expert opinions were taken for examining the products of the child. Based on the acquired findings, it was concluded that Alp can be a twice exceptional child. (PsycInfo Database Record (c) 2021 APA, all rights reserved) (Source: journal abstract)

This study examined if personality types of gifted students predicted their psychiatric symptoms and if the type of giftedness and gender moderated the relationship between the personality and psychiatric manifestations. The Murphy-Meisgeir Type Indicator for Children and the Minnesota Multiphasic Personality Inventory-Adolescent were used to measure the personality types and psychiatric symptoms of 232 gifted middle-school students in South Korea. Results found that introversion predicted all of the symptoms but hypomania. Intuition predicted the symptoms of psychopathic deviance and schizophrenia and feeling predicted those of depression and conversion hysteria. Other predictive relationships were found between perceiving and hypomania and between judging and depression and social introversion. Creatively gifted students with introverted and intuitive personality types exhibited several symptoms than were academically gifted students of the same personality. Regarding gender, introverted males were more vulnerable to psychiatric symptoms compared to introverted females, and perceptive females had a higher chance to show hypomania than perceptive males. This study supported that personality characteristics partly accounted for the indications of psychological distress among gifted students. Further studies need to examine causal relationships between the two and to corroborate the current results involving adolescents. (PsycInfo Database Record (c) 2021 APA, all rights reserved) (Source: journal abstract)

Existing research practices in gifted education have many areas for potential improvement so that they can provide useful, generalizable evidence to various stakeholders. In this article, we first review the field’s current research practices and consider the quality and utility of its research findings. Next, we discuss how open science practices increase the transparency of research so readers can more effectively evaluate its validity. Third, we introduce five large-scale collaborative research models that are being used in other fields and discuss how they could be implemented in gifted education research. Finally, we review potential challenges and limitations to implementing collaborative research models in gifted education. We believe greater use of large-scale collaboration will help the field overcome some of its methodological challenges to help provide more precise and accurate information about gifted education. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

The present study expanded our current understanding of leadership among academically gifted seventh-grade students by examining peer-identified leaders of naturally occurring social groups in a mixed ability setting. Three consecutive cohorts of seventh-grade students ( N = 474; 57% female; 43% European American) attending a public magnet secondary school participated. Results indicated that gifted students were more apt to be identified as leaders than nongifted youth and both conventional and unconventional styles of leadership related similarly to higher social standing and influence in the peer network. Nongifted leaders displayed a mixed profile of prosocial and more risky deviant behavior, whereas gifted leaders displayed a primarily prosocial leadership style. However, gifted leaders perceived themselves to be more influential and intimidating than other students and also endorsed sensation seeking tendencies more than other students. Findings underscore the heterogeneity of leadership during young adolescence and the distinct profile of gifted leaders compared with other leaders and gifted peers. (PsycInfo Database Record (c) 2021 APA, all rights reserved) (Source: journal abstract)