Su búsqueda
Resultados 6 recursos
-
Programs for the gifted handicapped are virtually nonexistent. Educational personnel often place them in programs for the handicapped, which are often designed only to remediate the weak areas and offer little or no stimulus in the area of giftedness. More careful evaluation of handicapped students suspected of being gifted is needed and individualized programs should foster full development of their potential. Each child's school program must be responsive to all of the child's strengths and weaknesses. (1 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)
-
Examines the literature and looks for antecedent familial influences that may affect the gifted child's future. Consensus of studies suggests that eminent-to-be (male) youngsters come from achievement-oriented nonharmonious homes. The mother–son relationship is usually too close and somewhat pathological, while the father–son relationship centers only around the son's achievement. As a result, the eminent-to-be son grows up with ambivalence toward women and a tendency to be a loner. He works well alone and does not mind being different from others. Gifted children who as adults are competent but not eminent come from more harmonious homes. (51 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)
-
Presents a profile of the commonalities in characteristics and capabilities of gifted leaders in various fields. These include the ability to (a) effect positive and productive change, (b) make decisions which mitigate in favor of positive and productive change, and (c) effect change which is self- and group-enhancing in terms of the tasks assigned. Also listed are empathy and sensitivity, personality, proficiency, and charisma—the ability to actualize one's values to the extent that dynamic group change is effected and transform the group through enthusiasm and energy. It is argued that the success of educating gifted students in leadership will be greatly enhanced as educators become aware of the criteria necessary for effective leadership. (5 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)
-
Discusses the role of the school psychologist in identifying the gifted student and examines several types of giftedness. Because of recent federal legislation entitling funding for gifted classes, psychologists are seeking out the gifted student with the idea of expanding or enriching the student's educational experience. The US Commissioner of Education has defined gifted education as including 5 areas: intellectual ability, creative thinking, leadership ability, visual and performing arts ability, and specific ability aptitude. These 5 areas are discussed, and various methods of identifying gifted students are proposed. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
-
L. M. Terman's (1925) pioneering longitudinal study of 1,500 gifted children provided salient base data for the development of thought on the gifted, but had some design problems that included limitations relative to the concept of intelligence and sampling bias. Today, expanded concepts of giftedness include the recognition of varieties of giftedness such as general intellectual ability, creative or productive thinking, specific academic aptitude, psychomotor abilities, leadership ability, and visual and performing arts abilities (though the latter two cannot yet be readily measured). Other important advances include the use of creativity for educational facilitation, the understanding of the developmental correlates of creativity during discrete stages, and their educational implications. (15 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)
-
Examined the ability of the Structure of Intellect (SOI) Learning Abilities Test to (1) identity gifted children and (2) predict teachers' perception of such children. Ss were 138 high-achieving White, Black, and Mexican-American children from the 4th, 5th, and 6th grades. They were administered the SOI, and their teachers rated each child on academic achievement, creativity, and giftedness. SOI cognitive factors significantly predicted teachers' perception of students' academic achievement. SOI divergent production factors predicted teachers' perception of creativity, and divergent production abilities also contributed to teachers' perception of giftedness. Convergent production of symbolic systems contributed to all 3 teacher perceptions. Although SOI variables significantly influenced teachers' perceptions of student abilities in all 3 ethnic groups, there were dramatic differences among the 3 groups regarding the power of SOI. (PsycInfo Database Record (c) 2024 APA, all rights reserved)