Su búsqueda

Many disputations about principles in psychology arise from individual characterological differences in the disputants. Thus, characterology might play an important part. When one person thinks to have discovered this, the other that, by introspection, characterology would have to show why the results in the one case should differ from those in the other, or, at least, to point out in what other respects the persons in question were unlike. I see no other possible way of clearing up the disputed points of psychology. Psychology is a science of experiences, and, therefore, it must proceed from the individual to the general, and not, as in the supra-individualistic laws of logic and ethics, proceed from the universal to the individual case. There is no such thing as an empirical general psychology; and it would be a mistake to approach such without having fully reckoned with differential psychology. The purpose of this work is to apply characterology to the solution of a few of these doubtful matters, with special reference to the distinctions between the sexes. The different conceptions depend not so much on differences of sex as on differences in giftedness. In the course of the chapter this proposition will be taken as absolutely binding, and will be used really as a means of valuing genius. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: create)

The importance of submitting our faculties to measurement lies in the curious unconsciousness in which we are apt to live of our personal peculiarities, and which our intimate friends often fail to remark. The following topics are covered: colour blindness is usually unsuspected; the unconsciousness of high intellectual gifts and of peculiarities of mental imagery; heredity of colour blindness in Quakers; and the work of Young and Dalton. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: book)

The unity of contradictions in the structure of schizophrenic and epileptic thinking is displayed in the disorder of the inward unity of analysis and synthesis, in the change of the dialectical structure of thought—in some cases a decrease of synthesis and hypertrophy of analysis, and hypertrophy of synthesis with decreased analysis in other cases. This one-sided decrease and compensatory increase are the cause of dementia (sui generis) and a peculiar one-sided giftedness. This differentiates these psychoses from the organic diseases of the central nervous system, where the analysis and synthesis are disordered simultaneously. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

The author presents reflections on creative behavior in children and adults. Beginning with the infant, the development of the nervous system and behavior is described. Test results are presented to indicate stages in development and acceleration factors in precocity. In describing creative imagination in poetry, the works of Coleridge are analyzed and discussed. Creative imagination in science is described through accounts of the lives and works of Charles Darwin and Josiah Willard Gibbs. It is Gesell's thesis that genius is a growth phenomenon, and "we shall never arrive at the inner nature of genius until we know more about the nature of growth." Processes of embryonic growth are illustrated and described, and the relations of genius and culture are presented. "Society must find new devices for making optimal use of its genius." (PsycINFO Database Record (c) 2018 APA, all rights reserved)

A survey of the courses of instruction offered in Teachers College by Leta S. Hollingworth during her period there as an Instructor and Professor, reveals about ten main projects. In addition to these courses, developed by herself in her own program, she cooperated in various other courses. In addition to courses in general educational psychology, Hollingworth did work on subnormal children, learning disabilities, the psychology of adolescence, mental adjustment in relation to education, and intellectual giftedness in children. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

In using the word "gifted" we refer to the child whose capacity for learning and inherent mental endowment is greatly above the average. Just as children who suffer from an innately low mental capacity are at a disadvantage with those of average intelligence, so others who far surpass the average may, under certain circumstances, easily become maladjusted. They, like the dullards, may experience difficulty in adjusting to a community arranged to suit the average individual. There are, roughly, two classes of gifted children, though a child may belong to both classes. The first class comprises those with a high level of general intelligence. According to Professor Cyril Burt, an Intelligence Quotient of 125 and over, in children, is considered to be secondary school scholarship standard and 130 and over, in adolescents, University Scholarship standard. Over 145 is considered to be brilliance. The second group consists of children who are endowed with special gifts such as a high degree of capacity for music, mathematics, scientific precision, art, acting, dancing, writing or executive and mechanical ability. This chapter discusses giftedness and child and adolescent development. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

If we are to identify gifted children and help them develop their potentialities, we must understand the nature of giftedness— what it is, how it originates, how it develops. We also need to know how widely it is distributed, by what general characteristics it may be recognized, and what variations may be expected among gifted individuals. To reach such an understanding, we must start with several basic concepts. These concepts include: Concepts of giftedness; genesis of giftedness; distribution of gifted children; development of giftedness; interrelations of characteristics of gifted children; talent and genius, and individual differences. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: create)

examine the concept of moral responsibility / is there a domain or moral responsibility (in which someone might be gifted or creative) that might have the same epistemological standing as, for example, the domain of mathematics or music / how does moral responsibility differ from moral judgment, which has been the main target of investigations in the field of moral development raise some questions about the relevance of moral responsibility to all gifted and creative individuals / does being gifted or creative impose a special moral responsibility on an individual / does it equip him or her better to handle both normal and special responsibilities / do gifted and creative people feel such moral responsibility / how does moral responsibility develop linking giftedness and creative thinking with moral responsibility and the threat to human survival moral responsibility and psychology / developmental theory and giftedness / William James / B. F. Skinner / Charles E. Osgood (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Giftedness and talent is considered from the viewpoint of developmental theory and models. Some of the recurring themes related to giftedness that have emerged in this volume are discussed. The focus is on some questions that might most profitably constitute the research agenda for expanding basic knowledge of giftedness and talent. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

directly confronts the problems inherent in defining giftedness and intelligence / characterizes two major threads in the modern study of giftedness: one, the neurophysiological, information-processing approach, which arises from the pioneering work of Galton, and the other, in the Binet tradition, focuses on the analytical and insight aspects of intelligence these two lines of work, in Grinder's view, are converging, and, in essence, both are searching for a general intelligence factor (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book) giftedness and divinity [as civilizations emerged, individuals who performed outstanding deeds were thought to possess extraordinary power] / giftedness and neurosis / giftedness and mental test scores (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: cover)

sets forth an outline of the major components of the evolving systems approach to the study of giftedness / differentiates between the concept of giftedness, which is typically applied to children and represents precocity, and its adult counterparts, creativity and productive, innovative work through case studies of highly creative adults, Wallace attempts to understand the nature of giftedness and creativity and to trace the processes by which individuals come to live a creative life (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book) discussed three issues in this chapter that can be extrapolated in order to examine gifted adolescents: first, creative work takes place in a context, and that context cannot be ignored / second, a phenomenological perspective is critical to understanding the developmental course of creative work / third, mapping a network of enterprise reveals a long-term organization of purpose (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

propose that students of giftedness have much to learn from past research with the retarded / issues of definition and assessment, conflict over the causes of differences in intellectual ability, and the role of socioemotional factors in atypical development are all of concern to investigators of retarded and gifted populations alike according to Zigler and Farber, recognizing the similarities in retarded and gifted groups may allow researchers who work with the gifted to resolve some troublesome questions and move ahead to study the truly unique aspects of giftedness (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book) history and myths concerning giftedness and retardation / explanations for intellectual differences [developmental versus difference theories, nature versus nurture] the whole child [the age factor, coping strategies, educational philosophies] (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

consider the growth of evidence showing intelligence testing to offer but a limited window on giftedness / describe the rise of creativity testing as an alternative that is expected to help elucidate giftedness where intelligence testing has shown itself to be limited / discussion of some widespread but dubious practices in the use of creativity tests that have arisen in the wake of their recent popularity suggest that a shift from creativity and intelligence testing toward discipline-centered or field-specific approaches for facilitating giftedness is currently taking place (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

provide a framework for developing programs for the gifted, understanding research on the gifted, and planning future research / the account is a traditional one of the individual differences genre / it is a direct descendant of the factor theories initiated by Spearman (1904) and of the tests developed by Binet and Simon (1905) giftedness and the social structure (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter) defines giftedness psychometrically, as being represented by the upper end of the intelligence continuum / giftedness is seen not as a fixed, unitary trait, but as a complex and dynamic repertoire that is subject to a variety of developmental influences in Humphreys' view, how gifted young people are educated is vitally important for the realization of intellectual potential / proposes an approach based on the homogeneous grouping of gifted students and individualized curriculum materials, combined with an increase in societal rewards in the form of scholarship aid to gifted students (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)

take the perspective that individual talents develop in domains of practice encouraged by sociocultural contexts varying in what skills are valued and hence fostered and honored / stress the relationship that exists between the development of specific talents and the sociocultural experience of the individual / argue that the assumption of context-free generality in skills is misleading psychometric testing of giftedness / concerns about the tests for giftedness a cultural perspective on talent [relation between cultural belief systems and valued skills, relation between culturally central domains of experience and talents] (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

explores the literature on gifted and creative children / reviews the development of intelligence testing and attempts to measure creativity; psychoanalytic perspectives, including constitutional, developmental, and parenting influences; and the studies of lives of creative geniuses / cites some specific case examples—Mozart, Schubert, Mendelssohn, Raffaelo, Bernini, Picasso, and Chatterton concludes that the early flowering of creative genius in adolescence is favored by an intense supportive relationship and identification with the father figure / practical suggestions for psychiatric help with the gifted and creative are discussed (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)

definitions and examples of base knowledge, strategies, metacognitive understanding, and executive routines review research on superordinate cognition of categorically different children, and . . . identify methodological problems in this literature highlight interactions among subordinate and superordinate cognition, and suggest a theoretical integration of hypotheses about base knowledge, strategies, metacognitive understanding, and executive processes (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: chapter)

theories of child development: Localized or general classifying special children / defining mental retardation / defining learning disability / defining giftedness comparative approaches to cognitive development (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: chapter)

individual differences in processes that influence the manipulation and storage of information in short-term, or working, memory processes related to the retention of verbal material ways in which individual differences in working memory can, or cannot, account for differences between individuals on tasks that have ecological importance in everyday living (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: chapter)

structure and process in semantic memory episodic memory and ability rival hypotheses about strategies and knowledge semantic processing deficits in learning-disabled children (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: chapter)