Su búsqueda

Investigated the internal reliability and construct validity of a spiritual gifts inventory (SGI) by D. L. Hocking (1975) in a study of 72 evangelical church members (aged 19–35 yrs). The SGI contains 14 subtests that measure unique behavior domains and spiritual gifts (e.g., prophecy, teaching, exhortation). Results indicate that the SGI lacked the construct validity implied by Hocking. In addition, the SGI did not demonstrate overall satisfactory internal reliability. Findings question the ability of the SGI to measure 14 distinct spiritual gifts. (PsycINFO Database Record (c) 2019 APA, all rights reserved)

Studied the role of self-esteem in giftedness. Human subjects: 57 normal male and female Polish adolescents (secondary-level art school students). 74 normal male and female Polish adolescents (general secondary school students). Tests used: A Polish version of the Creativity Self-Report Scale (J. F. Feldhusen et al, 1965). (English & Russian abstracts) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

80 college students read about a child described as male/female, "gifted"/"average," and gender-typical/gender-atypical in academic interests; they then responded on 30 adjective scales. Compared with children labeled "average," children labeled "gifted" were seen as closer to "odd" than to "fits in well." Gender-atypical boys were considered more odd and gender-atypical girls were rated less odd than were gender-typical children, regardless of giftedness. There was no additive negative effect of being both gifted and gender-atypical. Ss described gifted and gender-atypical children differently; some overlap existed between adjectives used to describe these children. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Suggests 2 areas for research and development in educating high-ability children. They include (1) what kinds of education and socialization opportunities are needed to transform potential into performance and (2) how to identify and nurture giftedness in "disadvantaged" populations. Other topics for research include curriculum issues, identifying the gifted, components of general education, acceleration and enrichment, affective needs, underachievement, and equity and excellence. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

200 children, who were followed from birth until 7.5 yrs of age, were used to determine the ability of the Bayley Scales of Infant Development (BSID) to predict children who would be considered intellectually gifted. At 7.5 yrs of age, 36 Ss had Wechsler Intelligence Scale for Children—Revised (WISC—R) verbal, performance, or full scale IQs greater than 135 and were called gifted. On average, gifted Ss walked 0.7 mo earlier and spoke 2-word sentences 2.2 mo earlier than the nongifted group. Of the 36 Ss who later proved to be gifted, only 2 had BSID IQs>134. Of the 4 Ss who had BSID IQs>134, 2 maintained their superior function but 2 did not. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Tested a method for determining musical-linguistic ability and level of musical giftedness. Human subjects: 148 normal Russian adults. Ss had to answer music theory questions on musical note paper. Ss were judged based on their test responses and on teachers' assessments of Ss' test responses. (English abstract) Developmental. Educational level(s) of subjects: Institutions of Higher Musical(-Pedagogical) Education. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Reviews different dimensions of definitions of the giftedness construct (GC) and argues that the GC should be defined in terms of aptitudes, traits, and/or behaviors if used to make decisions and label children. The GC should be grounded in theory, selection instruments (SIs), and empirical generalization. The theory or set of values producing the GC should respect the needs of children and lead to effective programs. Decisions about SIs and selection procedures should follow from the construct rather than the reverse. The validity of the GC and of SIs employed in connection with the GC require constant evaluation. (French, German & Spanish abstracts) (PsycINFO Database Record (c) 2018 APA, all rights reserved)

Most definitions of giftedness have excluded the psychosocial (PSL) dimension. PSL needs of self-esteem, social relationships, feelings, emotion, and identity are discussed. Gifted learners' (GLs) potential for PSL dysfunction often appears in extreme idealism, unrealistic goals, and low self-esteem. Enhancing the education of the GL should focus on self-adequacy, social competency, and emotional engagement in the GL. Teachers can create a challenging environment so that GLs can respond to qualitatively demanding stimuli. (PsycINFO Database Record (c) 2018 APA, all rights reserved)

Describes the life and contributions of L. S. Hollingworth (1886–1939), one of the founders of education for gifted students. Hollingworth's battle against the "variability hypothesis," which posited that there were fewer retarded or gifted females than males because of females' limited range of ability, is discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Psychological conceptions of giftedness are reviewed, the current status of the field of education of the gifted is discussed, and current public policy issues and concerns related to future policy issues are introduced. Promising alternate strategies for the future and new directions for psychological and education research are mentioned, as are possible barriers confronting us in this regard. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

This article presents an example of the application within clinical counseling of the Theory of Positive Disintegration (TPD), a theory of emotional development. TPD offers a unique perspective that can be used to identify and counsel gifted individuals. When emphasis is placed on the individual's overall emotional development, counselors can take a new role in working with gifted. A tapescript is presented in which the counselor applies TPD principles to the client, Sara, a gifted college student. The tapescript is interrupted at points to explain how the counselor is using the theory. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

This article provides descriptive data on families of 38 children (aged 3–13 yrs) who scored above 170 IQ on the Stanford-Binet Intelligence Scale (Form L-M). The families participated in one of two support groups that were formed in Maine and Colorado for parents of exceptionally gifted children. A brief description of the children is presented, followed by a description of the parents: their socioeconomic status, occupations, education, interests, family values, and evidence of giftedness. The remainder of the article describes the impact of the extraordinarily gifted child on family life and the specific issues these families face. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Presents a critical analysis of 13 validation studies of peer nomination forms (PNFs), which are growing in popularity as a screening technique for giftedness. A 4-step blueprint for research on their psychometric qualities is also described: (1) developing a taxonomy of abilities or talents to be assessed by peers; (2) drafting experimental PNFs; (3) evaluating their reliabilities, especially interjudge agreement; and (4) conducting rigorous validity studies. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

Discusses growing worldwide interest in researching giftedness and international trends in educating the gifted, as shown by increasing numbers of special courses offered and educational efforts to help gifted students achieve their full potential. The author focuses on still unsolved problems and possible solutions, with special regard to the development of strategies and criteria to identify gifted and talented children and adolescents and development of adequate measures to encourage them and provide special counseling. Research is also needed to develop appropriate course content and instructional methods. (English abstract) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Presents findings from an ongoing observational study of musical giftedness as it was being experienced by young music-makers at various developmental stages, focusing on the transition from adolescence to adulthood. Examples are presented of 2 girls' (observed from the ages of 8 and 9 to 22 yrs) experience of the simultaneous exhibition, enjoyment, and expansion of the musical gift while dealing with the unique problem of their body serving as the medium to express that gift. Topics include notions of the self, the role of significant others, "play" in the playing of music, creativity as generativity, and the role of normal narcissism in the life of the young musician. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Used nonverbal measures of IQ, teacher nominations (NOMs), and parent NOMs to identify giftedness among severely and profoundly hearing impaired students enrolled in a school for the deaf ( n = 120) or a public school system ( n = 58). All Ss were aged 5–20 yrs. Teacher NOMs were made using the Scales for Rating the Behavioral Characteristics of Superior Students. No significant relationships emerged between parent NOMs and teacher NOMs, or parent NOMs and IQ. Although tending to nominate the same students, both teachers and parents missed identifying some gifted Ss. In the analysis of teacher NOMs and IQ, some significant relationships appeared for the public school Ss but not for the school for the deaf Ss. Teachers associated giftedness with the characteristics of superior recall, speed of understanding, reasoning ability, academic ability, expressive ability, eagerness to learn, and keen observation. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Discusses issues related to gifted individuals, including characteristics of giftedness and impediments to recognition of gifted individuals with disabilities. These impediments are interactive and cumulative and include factors such as developmental delays, test limitations, social skill development, limited opportunities, lowered expectations and attitudes, and self-perceptions. The interactions of giftedness, disability, and environment are noted, and implications for the rehabilitation process, standard practices, and rehabilitation education are addressed. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Administered the Slosson Intelligence Test (SIT) and the Wechsler Intelligence Scale for Children—Revised (WISC—R) to 38 potentially gifted students (aged 15–17 yrs). Analysis showed a significant correlation between the SIT and the WISC—R Verbal Scale. If giftedness is considered to include both verbal and nonverbal development, the SIT and the WISC—R should not be used interchangeably. The degree of relationship between the 2 verbal scales, however, suggests that the SIT has value as a screening instrument when giftedness is defined as verbal in nature. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Addresses the concept of giftedness, and the identification of gifted minorities in particular. A broadened view of giftedness is proposed that acknowledges outstanding ability beyond simple considerations of IQ. Respect for the cultural diversities of gifted minorities is also emphasized. Issues are examined that may affect the identification of the culturally diverse gifted across parental, school teacher, psychologist, and school district levels. Recommendations are made to correct the underidentification of gifted minorities and their underrepresentation in gifted programming. These include parent training, teacher inservice training, expanded scope of psychological intervention, parent advocacy, and advocacy for expanded gifted program eligibility guidelines and services. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Discusses the theoretical bases of the notion of creative giftedness, and considers developmental stages in the realization of search activity in childhood. The main structural components of giftedness are listed: cognitive motivation, problem finding and problem solving, original decision making, forecasting and anticipation, and creation of ideal standards. (English abstract) (0 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)