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My [the author's] theory is that the precursors of human intelligence lie in the human language capacity and human mental ability. Evolutionary pressure favors the interaction between the symbolic world of language and the mental world, leading to the creation of concepts. In this book I propose the notion of conceptual intelligence, that is, intelligence as a result of thinking and learning through concepts. . . . Here I trace the development of concepts, the growth of conceptual thought, and how conceptual thinking and conceptual learning make the human species intelligent and creative. This book is for general readers as well as for researchers in the field. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: preface)
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Gifted children—children years ahead of their peers—have long inspired fascination, envy, fear, and rejection. Misconceptions about children with special abilities abound. In this . . . book, Ellen Winner uncovers and explores 9 myths about giftedness, and shows us what these children are really like. Using vivid case studies, Winner paints a complex picture of the gifted child. Winner uses her research with these and several other extraordinary children, as well as the latest biological and psychological evidence, to debunk the many myths about academic, musical, and artistic giftedness. [This book] also looks at the role played by schools in fostering exceptional abilities. Winner castigates schools for wasting resources on weak educational programs for the moderately gifted. Instead, she advocates elevating standards for all children and focusing our resources for gifted education on those with extreme abilities—children who are left untouched by the kinds of minimal programs we have today. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: jacket)
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"Remarkable Women: Perspectives on Female Talent Development" is [a] book to consolidate and expand existing knowledge about highly capable women and the internal and external forces that lead them to extraordinary adult accomplishment. The collected studies include women from a wide variety of backgrounds and talent domains whose paths to exceptional achievement illuminate the nature of female talent development and provide models to help more women fulfill their promise in adulthood. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: cover)
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This book examines the dominant techniques used to educate gifted youth today and the exemplification of those techniques in various university-based programs across the country. From a review of the current research on individual differences and its relevance to intellectual talent to descriptions of the current knowledge about educating gifted children, this book illustrates how our educational system can enhance gifted youths' academic achievement. "Intellectual Talent" examines the political ramifications of emotionally loaded findings about individual differences—documenting cases in which findings that contradict prevailing social values are simply ignored. The book also explores what is known about educating gifted children and why educators sometimes fail to act on that knowledge. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: cover)
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This book was written to help capable kids, their parents, and teachers consider a variety of coping strategies for dealing with their concerns. It also explains why having a range of strategies available maximizes the outcomes and increases a sense of control and adequacy. It details the problems and needs of bright young people and the unique patterns of personality, social, emotional, and moral development that typify this group. True stories of bright kids and how they cope are told from varied perspectives—their own, their teachers, and/or their parents—and offer a glimpse of the differing viewpoints on common problems. This book is actually two books in one. One is written specifically for adolescents and preadolescents; the other is written for teachers and parents. However, the authors believe that capable kids can understand complex ideas, and that adults should not be told one thing and kids another; therefore, both groups should read both books. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: introduction)