Su búsqueda

Comments on an article by Françoys Gagné (see record 2004-22507-002) on the Differentiated Model of Giftedness and Talent (DMGT). I applaud Gagné's meticulous effort to articulate a comprehensive model of talent development, which specifies components of the model and delineates the relationships of these components in an admirably clear way. The field needs clarity and precision if it is to move forward. However, I am also concerned that the attempt to pin down everything as pure and clean also comes at the cost of oversimplication. My comment will focus on the transformation metaphor in the model. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Although numerous studies have compared cognitive and motivational characteristics between gifted versus nongifted students, research comparing those characteristics among different types of gifted students has not kept up with the theoretical development that saw a transition from unidimensional to multidimensional conceptualizations of giftedness. This study compares cognitive and motivational characteristics of high school students who are academically gifted in math, creatively talented in math, and nongifted. Whereas no differences were found among the three groups in their beliefs about ability, most of the other characteristics examined in the study distinguished the three groups. Academically gifted female students reported expending more effort than did academically gifted male students. Creatively talented males put forth more effort than academically gifted males, and the creatively talented in general used more cognitive strategies than the academically gifted. Overall, students who were either academically gifted or creatively talented in mathematics perceived that they were self-efficacious in general, used cognitive strategies, perceived their math ability and math self-efficacy to be high, and valued learning math more so than their nongifted age peers. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

In this case study the author explored a teacher's beliefs about creativity and giftedness and investigated the classroom practices of this teacher of gifted students for 20 years. Seven semi-structured and 2 open observations were carried out in her classroom, and 2 prefigured interviews were conducted with her. She believed that creative children are those who are "free thinkers" and have "imaginative intelligence." The thin line between an academically gifted child and a creatively gifted child is built by "imagination," "emotional intensity," and "curiosity." In creative writing, she tried to implement activities such as learning to write poetry, personal narratives, research reports and essays posing solutions to real world problems, and mystery stories decorated with similes, metaphors and imaginative expressions. In reading, students analyzed characters, problems, places and times in stories and novels, and then rewrote stories. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Identifying giftedness makes some of children's apparently malajusted behaviours understandable. It thus precludes affective and cognitive disorders. A better awareness of their specific profile should help those clever but atypical children integrate as they are too often considered psychologically disturbed. (PsycINFO Database Record (c) 2017 APA, all rights reserved) (Source: journal abstract)

By examining a gifted magnet of an urban California high school as a racial project, this study contributes to our understanding of racial formation. The study analyzes the organizational and representational practices of this voluntary desegregation tool--a partial-site magnet program for "gifted" students--and its impact on students inside and outside the program. In doing so, the study reveals how, in contrast to its stated mission, this form of voluntary desegregation actually constitutes a form of resegregation. Based on ethnographic fieldwork, this research reveals a series of practices that have produced exclusionary access to the gifted program, limited the interaction between magnet and non-magnet students, and instituted an apparently color-blind discourse of the gifted as in need of protection, all contributing to a widespread though complex and contradictory notion of whiteness as giftedness. Such notions run counter to the original intent of the desegregation ruling in Brown v. Board of Education. Revealing the processes by which a desegregation instrument facilitates such contradictory outcomes provides critical insights into the dynamic nature of racial formation. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

This investigation reinforces the conceptualization of television viewing as a learned activity by highlighting the interrelatedness of children's linguistic, cognitive, and perceptual skills for accurate comprehension of television's most basic narrative device--temporal sequencing. It also explores the impact of highly divergent skills and abilities by sampling children school-labeled as academically gifted and artistically gifted. Findings reveal that children with exceptional information processing and/or visual representation capabilities, even at the young age of six, are capable of a higher level of comprehension of basic and modified ("time leaps," "flashback") modes of temporal sequencing when compared to children without those capabilities. It was also found that televiewing experience facilitated comprehension, although heavy consumption by children who do not possess the prerequisite visual literacy was ineffective. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Young gifted children, although a diverse group within the population, demonstrate a number of distinctive characteristics particularly in the cognitive, social and emotional domains. This paper explores the nature of the young gifted child's thinking during the period of early childhood. The discussion is illustrated with examples provided by the families of young gifted children. The examples of children's conversations, drawings, and work samples from the study highlight the reality of the lived experience of young gifted children. They also challenge adult preconceptions of the young child and suggest the need to reconceptualize the roles and relationships within early childhood pedagogy. The notion of the "search for complexity and connection" is proposed as a useful construct to assist families and educators to understand and respond to the young gifted child's "kind of thinking." (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Language minority students, while often underrepresented in traditional gifted programs, can benefit from "heritage language" courses focused on developing academic proficiency and exploring challenging content in their home language. We describe how heritage language courses can provide an appropriate venue for the identification of gifted potential among language minority students, how such courses can enhance student motivation for learning, and what cognitive benefits may be associated with additive bilingualism developed through such courses. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

This article presents a bibliography of published books on creativity and problem solving. Some of the books included are "Creativity for teachers" by Tan Ai-Girl; "Creative business: Achieving your goals through creative thinking and action" by Tim Bills; "Kids' play-Igniting children's creative passion", by Michelle Cassou; "New thinking for the new millennium", by Edward De Bono; "Unlocking creativity: A teacher's guide to creativity across the curriculum", by Robert Fisher; "Beyond Knowledge: Extracognitive aspects of developing high ability", by Larisa V Shavinina; "Creativity and giftedness", by Donald J Treffinger, etc. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

After a brief introduction with four main questions related to identifying gifted and talented students, this article centres on the following topics: (1) multidimensional conceptions of giftedness as preconditions of suitable identification procedures, (2) functions and benefits vs. dangers of identification measures, (3) methodological problems and (4) practical recommendations for the identification of various groups of gifted and talented students. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

The article discusses influence of family on child's development. On the basis of empirical data collected with the help of surveys the author analyzes the link between the "theory of instruction" supported by the parents (a system of empirical notions of the goals, means and strategies of education) and peculiarities of attitude to school on the part of primary schoolers and young adolescents. The author argues that the parental theory of instruction may affect development in the child of personal motivational sets which may promote or inhibit development of giftedness in adolescents. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

The study reports on myths, which prevail in our society regarding giftedness. A detailed focus is aimed at the myth pertaining to the characteristic of the gifted child, and it brings an opinion that modern myths are formed also because of professional workers. It analyzes the myth on a gifted and bright child, the myth on a gifted child and a child with ADHD, and the myth on a happy emotional life of the gifted. Several questions are dealt with - professional workers should answer them, as long as they want to thwart formation of new myths. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

An introduction is given to the papers included in the present issue of High Ability Studies, which continues the tradition of presenting target articles which have been reviewed and commented on by eminent colleagues. In this issue Françoys Gagné (see record 2004-22507-002) submits his DMGT Model to discussion. To supplement the peer commentaries, additional questions are posed to which Professor Gagné presents his opinions. In his article 'Intelligence current in creative activities' Jiannong Shi (see record 2004-22507-011) undertakes a remarkable attempt to establish a theoretical bridge between the concepts of intelligence and creativity. In their highly interesting contribution 'Shona culture of Zimbabwe's view of giftedness' Constantine Ngara and Marion Porath (see record 2004-22507-012) make the case for fusing together the cultural and scientific views of giftedness in the school curriculum in order to develop a diversity of talents in students. Additional contributions include 'A review of primary and secondary influences on sport expertise' by Joe Baker and Sean Horton (see record 2004-22507-013), 'Cross-cultural predictors of mathematical talent and academic productivity' by Petri Nokelainen, Kirsi Tirri and James Reed (see record 2004-22507-014)and 'Explaining high abilities of Nobel laureates' by Larisa V. Shavinina (see record 2004-22507-015). (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Teacher nomination is an important procedure in identifying highly gifted students for enrichment programs. In this study, teachers at college-prep high schools (German Gymnasium) nominated students for summer schools of the German Pupils Academy. The qualities of teacher decisions were examined by comparing them with the results of a cognitive ability test and with student self-nominations. Teachers identified all students as being highly gifted according to psychometric test criteria. In contrast to the perfect effectiveness of teacher nominations, the efficiency was quite low. Teacher nominations as well as self-nominations of students resulted in high proportions of candidates who did not meet psychometric criteria for high giftedness. The willingness of students to enrol at the Pupils Academy was largely determined by motivational variables like self-efficacy. The effectiveness of all student decisions concerning giftedness were considerably beyond those of teachers. In nominating students, teachers should try to obtain more information about students' self-perceptions of own abilities and motivations concerning gifted programs. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Reviews three books: "Reaching New Horizons: Gifted and Talented Education for Culturally and Linguistically Diverse Students," (2001) edited by Jaime Castellano and Eva Díaz; "Gifted Bilingual Students: A Paradox?," (2001) by Esther Kogan; "Expanding Definitions of Giftedness: The Case of Young Interpreters from Immigrant Communities," (see record 2003-04866-000) by Guadalupe Valdés. The first volume begins with two chapters by Diaz which discuss a historical and a contemporary context for the education of culturally and linguistically diverse students with gifted potential. The next two chapters provide a framework for conceptualisation of cognitive development and creativityin bilingual children. The rest of the chapters in the volume deal with identification and nurturing of gifted bilinguals. Kogan's monograph is similar in its focus yet it does not offer the same depth and comprehensiveness of treatment. The book begins with a brief sketch of the sociohistoric background for bilingual education in the US and then proceeds to describe the current context, with the focus on the Hispanic population. Valdés' volume is somewhat different in focus from the previous two. The book reports the findings from a five-year study of giftedness among linguistically and culturally diverse populations, with the focus on young interpreters from immigrant communities (PsycINFO Database Record (c) 2016 APA, all rights reserved)

The Differentiated Model of Giftedness and Talent (DMGT) presents the talent development process (P) as the transformation of outstanding natural abilities, or gifts (G), into outstanding systematically developed skills which define expertise, or talent (T) 3 in a particular occupational field. This developmental sequence constitutes the heart of the DMGT. Three types of catalysts help or hinder that process: (a) interpersonal (I) catalysts, like personal traits and self-management processes; (b) environmental (E) catalysts, like socio-demographic factors, psychological influences (e.g., from parents, teachers, or peers), or special talent development facilities and programs; and (c) chance (C). The DMGT includes a 5-level metric-based (MB) system to operationalize the prevalence of gifted or talented individuals, with a basic 'top 10 per cent' threshold for mild giftedness or talent, through successive 10 per cent cuts for moderate, high, exceptional and extreme levels. Complex interactions between the six components are surveyed. The text ends with a proposed answer to a fundamental question: 'What factor(s) make(s) a difference, on average, between those who emerge among the talented and those who remain average?'. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Comments on an article by Françoys Gagné (see record 2004-22507-002) on the Differentiated Model of Giftedness and Talent (DMGT). The target article presents a theory based on the development of natural abilities during ontogeny. This process of transforming natural gifts into developed skills is under the influence of factors, which are presented as catalysts. As the author claimed that DMGT clearly identifies every significant etiological factor of talent emergence, I dare to submit the following comments. Complex understanding of giftedness could not be reached without interdisciplinary cooperation and an interdisciplinary approach to the topic. Psychology as a research field studying social as well as the environmental factors in the long-lasting process of mind formation cannot stand apart from the biological processes that influence the structure and function of brain tissue and consequently enhance or inhibit development in a specific domain. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Comments on an article by Françoys Gagné (see record 2004-22507-002) on the Differentiated Model of Giftedness and Talent (DMGT). Gagné has offered a most impressive synthesis of the developmental literature regarding the giftedness and talent. Given the comprehensiveness of the treatment, it would seem difficult that any commentator would be able to do anything more that tinker with some tangential feature of the model. Nonetheless, I would like to suggest that in future, elaborations of the model should be devoted to the specification of developmental trajectories-how participating factors, components and processes change over time. Especially crucial would be the explicit recognition that these trajectories may assume a far more complex form than specified in unidimensional and monotonic maturation models. Two examples are provided. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Creativity (the capacity to realize original productions that fit the problem at hand) is increasingly considered as an important part of giftedness and talent. In this article, we first examine different points of view concerning the role of creativity in the phenomenon of giftedness and talent. Measures of creative potential and talent, as well as studies on the development of creativity are presented. We then consider the place of creativity in the education of gifted children. Finally, we discuss the implications of studying creativity in gifted children and propose possible lines of research and educational applications with a special focus on creativity. (PsycINFO Database Record (c) 2017 APA, all rights reserved) (Source: journal abstract)

This research intends to provide empirical support for the possibility of misdiagnosis of giftedness and Attention Deficit Hyperactivity Disorder (ADHD). Forty-four graduate students enrolled in a school counseling program acted as participants. Participants were given one of two forms, both of which provided a hypothetical case study of a young boy with characteristics of both giftedness and ADHD. Participants were then asked for a diagnosis. A chi-square analysis suggests a statistically significant difference whereby the suggestion of the diagnosis of giftedness can lead participants away from a diagnosis of ADHD. Implications for educators and graduate level counseling and psychology programs are provided. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)