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This handbook incorporates the most recent thinking and cutting-edge research from a wide range of fields related to gifted education, including developmental and social psychology, the neurosciences, cognitive science, and education. It consists of six sections: History and global perspectives on the gifted field and talent development; Theories and conceptions of giftedness and talent development; Gifted identification and assessment; Gifted education; Psychological considerations in understanding the gifted (e.g., the family, social and emotional considerations, friendships and peer relations); and Special issues facing the gifted (e.g., policy and legal issues; the twice exceptional learner; underachievement and the gifted; ADHD and the gifted; suicide; perfectionism; bullying). (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: publicity materials)
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This book is an attempt to present the most up-to-date review of the science of supporting twice exceptional (2e) children, written by the leaders of the field. But which children fall within the purview of 2e? I wanted to give autonomy to the experts in this volume to define 2e as they wished (as long as they explicitly defined it somewhere) and to present their own perspectives on the identification and/ or support of 2e. Nevertheless, for the sake of a coherent structure to the book, I present a modified version of a definition that reached consensus among 26 organizations that support the research and educational needs of 2e students. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: introduction)
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The approach to giftedness from the socio-anthropological, psychological, and neurobiological perspectives altogether allows us to understand why gifted people are occasionally misunderstood by society. In light of the fact that the particular neurofunctional characteristics of gifted children are mostly unknown, our educational and health institutions are not prepared to treat this particular social group. Gifted children are indeed habitually proactive, and they perform very efficiently based on their high intellectual coefficients to solve problems of various kinds from in areas from the social sciences to physics to mathematics. The authors of Psychobiological, Clinical, and Educational Aspects of Giftedness, edited by Ignacio Gonzalez-Burgos, invite us to reflect on the myths and needs that these minorities have regarding their academic, intellectual, and social development, and also on the imminent need for scientific research related to the different aspects of giftedness. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: cover)
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This book provides the knowledge needed to use state-of-the-art cognitive tests with individuals of all ages, from preschoolers to adults. It examines major theories and tests of intelligence and presents research-based approaches to test interpretation. The book addresses critical issues in evaluating culturally and linguistically diverse students, gifted students, and those with intellectual disability, sensory–motor impairments, traumatic brain injuries, and learning difficulties and disabilities. It highlights the use of cognitive test results in planning school-based interventions. The book is organized into six parts comprising 39 chapters. Part one presents the history of intelligence assessment and test interpretation. Part two explores contemporary theoretical perspectives including Cattell–Horn–Carroll theory of cognitive abilities; multiple-intelligences theory; the triarchic theory of successful intelligence; planning, attention, simultaneous, and successive theory of neurocognitive processes; and the parieto-frontal integration theory. It also presents a framework for adult intellectual development. Part three describes contemporary intelligence, cognitive, and neuropsychological batteries, and associated achievement tests including Wechsler Preschool and Primary Scale of Intelligence—Fourth Edition, Wechsler Intelligence Scale for Children—Fifth Edition, Wechsler Individual Achievement Test—Third Edition, Woodcock–Johnson IV Tests of Early Cognitive and Academic Development, Kaufman Assessment Battery for Children—Second Edition, Differential Ability Scales—Second Edition, Woodcock–Johnson IV: Tests of Cognitive Abilities, Tests of Oral Language, Tests of Achievement, Cognitive Assessment System—Second Edition, Wechsler Adult Intelligence Scale—Fourth Edition, Wechsler Memory Scale—Fourth Edition, Wechsler Nonverbal Scale of Ability, Reynolds Intellectual Assessment Scales—Second Edition, Reynolds Intellectual Screening Test, NEPSY-II, and the Universal Nonverbal Intelligence Test—Second Edition. Part four discusses the relevance of tests of intelligence, cognitive abilities, and neuropsychological processes in understanding individual differences. Part five examines linking assessment data to intervention. Part six explores contemporary and emerging issues in intelligence, cognitive, and neuropsychological assessment. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)
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The objective of this work is to capture and share the scientific production of Spanish-speaking psychologists, which is little known in the Anglo-Saxon world. In contrast, the theorists and researchers of English-speaking psychology are well known in Ibero-America. This book aims to help reduce to some degree this terrible, unfortunate, and chronic gap. This first volume is composed of ten chapters that were written thanks to the contribution of twenty-two authors. This book shows openness to any theory that guides the research performed by the different contributors, and the methods used and the problems addressed are very varied; it reflects, as Popper pointed out, the desire to differentiate the known from the unknown through scientific research. (PsycInfo Database Record (c) 2020 APA, all rights reserved) (Source: preface)