Su búsqueda

Although teacher underestimation of ability can have a detrimental effect on children's achievement and motivation, the accuracy of Australian teachers in identifying intellectual giftedness in young children has not been investigated. This study followed 14 children, identified as potentially gifted while preschoolers, for up to 3 of their early years of school, collecting questionnaire data from 26 teachers and the parents, as well as interview and norm-referenced test data from the children. Teachers rated more highly the children whose test scores were more consistently in the gifted range, but more than half of the children were underestimated by at least 1 teacher, especially where nonverbal ability was higher than verbal ability. Strengths in reading were more readily recognized than strengths in spelling and mathematics. Child attitudes and behaviors, as well as some mutual parent-teacher distrust, may have contributed to teacher underestimation. Implications for practice and further research are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

We questioned 285 undergraduate students enrolled in human development and educational psychology courses about their perceptions of issues related to giftedness. Participants responded to statements that reflect potential myths or misconceptions related to development, family relations, emotional functioning, and social functioning among individuals who are gifted. Many of the group's perceptions followed no dominant trend and varied little from published evidence. The exceptional issues involved perceptions of homogeneity among children who are gifted, synchronous development, emotional and social functioning in children who are gifted, and emotional functioning of their non-gifted siblings. In the latter three cases, participants overestimated the probability of distress. We discuss implications for programmatic needs, and the need to educate the public regarding disparate and stigmatizing perceptions. (PsycInfo Database Record (c) 2020 APA, all rights reserved) (Source: journal abstract)

The ever-broadening roles of school counselors range from traditional (advisor for college planning) to novel (advocating for students with learning difficulties or giftedness). A newly recognized group of learners, with both learning difficulties and academic strengths, known as twice-exceptional learners, has emerged. After a synopsis of federal legislation that has shaped the field of twice-exceptionality, the authors use two case examples to highlight the contribution of prevailing educational myths to the lack of attention to twice-exceptional students. They conclude with comprehensive recommendations. (PsycINFO Database Record (c) 2018 APA, all rights reserved) (Source: journal abstract)

The issue begins with two articles that focus on strategies for identifying students for special education and gifted education services. First article focuses on cultural considerations and working with school psychologists and next focuses on twice-exceptional students. Then, two articles address families. One provides perspectives of parents who have children with disabilities, and second article provides a family-systems perspective on working with students with disabilities or students who are gifted. Final papers examines the impact of students' and educators' negative attitudes on students with disabilities, and discusses the effects of the No Child Left Behind legislation on school policies and practices related to gifted students. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

This ongoing investigation was concerned with why some children were labeled gifted while others of identical measured ability were not. Each labeled "gifted" child was matched for age, sex, and socioeconomic status (SES) with two others in the same school class. The first matched child had an identical Raven's Matrices raw score, and the second was chosen at random for ability (N = 210). The study, begun in 1974 across the UK, used a battery of tests, including IQ, personality, behavior, and in-depth interviews of children, parents, and teachers. The group labeled gifted were found to have significantly more emotional problems than the nonlabeled group, which they mostly grew out of. This follow-up study demonstrates that for the subjects now in their 40s, a gifted childhood has not always delivered outstanding adult success. Better predictive factors for adult success were hard work, emotional support, and a positive, open personal outlook. By 2005, the labeled and nonlabeled gifted groups were not very different in life outcomes, though both groups were much more successful than the random-ability group. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

The Hartnett, Nelson, and Rinn 2004 study (see record 2004-11177-002) indicates that diagnostic confusion between ADD/ADHD and giftedness exists, and that research on medication practices is warranted. Mika (see reocrd 2006-11964-007) disagrees, saying that there is no empirical evidence of misdiagnosis of gifted children as having ADD/ADHD. We disagree with Mika's logic, and describe evidence that suggests that such misdiagnosis does occur, with possible concurrent risks. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

This quasiexperimental research studies the effect of socioeconomic status (SES), language learning, and culture on gifted Hispanic children's performance in an alternative developmental scale (Qualitative Use of English and Spanish Tasks) of cognitive ability for generating developmental profiles. Results show the effect of SES and language learning across linguistic and cultural factors, revealing developmental continuities and discontinuities. Theoretical and practical educational implications are to include and generate developmentally appropriate assessments that uncover cultural-linguistic giftedness. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

This article is a response to a study Gifted or ADHD? The Possibilities of Misdiagnosis (see record 2004-11177-002) by D. Niall Hartnett, Jason Nelson, and Anne Rinn. A critique of the authors' claim about misdiagnosis of gifted children with ADHD, as well as their experiment and conclusions, is presented. The paper disputes an idea, prevalent in the gifted education field, that gifted children are misdiagnosed with ADHD, and points out that there is no reliable evidence of such a trend. The concept of overexcitability in its original meaning and clinical manifestations, as described by Kazimierz Dabrowski, provides a different perspective on ADHD and giftedness than that given by Hartnett et al., and common in the gifted field. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Elementary students in programs for gifted and highly gifted students were tested using the Stanford-Binet Intelligence Scales, Fifth Edition (SB5). Students' scores on the SB5 were significantly lower than their scores on the Wechsler Intelligence Scale for Children-Third Edition (WISC-III). In addition, rank order was not well preserved between the SB5, WISC-III scores, and determination of giftedness. While the cause of these findings is unclear, caution should be used when utilizing the SB5 for determinations of gifted status. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

Code switching includes the use of complete sentences, phrases, and borrowed words from another language (Brice & Brice, 2000). It is a common linguistic phenomenon noted among bilingual populations. In order to code, switch effectively, students must possess a high level of understanding of the 2 cultures, as well as a deep understanding of the underlying structures and purposes of 2 language systems. Code switching, rather than reflecting the traditional view of a disadvantaged and semiliterate background, actually reflects an intellectual advantage. However, code switching has not commonly been perceived as a positive trait by schools, teachers, or the majority culture. Assessments for nomination and identification of giftedness have traditionally been either single-language oriented or use concepts and behaviors that are reflective of the majority culture. This article explores some of the aspects of code switching and possible resultant behaviors of bilingual children who are gifted. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

During the past 20 years, a significant body of literature has emerged focusing on the application of Dabrowski's theory of positive disintegration (TPD) to the study of gifted individuals. Although much of this literature is prescriptive, some research reports spanning this time period are available. A perusal of research on TPD's applicability to gifted individuals indicates that the focus has been Dabrowski's notion of overexcitability (OE). This article reviews OE research, contrasts it with Dabrowski's approach to research with gifted individuals, and argues that researchers should emulate Dabrowski's approach in future investigations. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

This article discusses the current issues involved in the evaluation of children who have both intellectual gifts and a specific learning disability (SLD) in reading. Given recent changes in federal special education law (i.e., the Individuals With Disabilities Education Improvement Act of 2004), the use of a unified assessment model that integrates responsiveness to intervention techniques with state-of-the-art psychometric tools is most appropriate for this population. Use of the Cattell-Horn-Carroll (K.S. McGrew, 2005) and the Planning, Attention, Simultaneous, Successive (J.A. Naglieri & J.P. Das, 1997b) cognitive assessment theories are highlighted due to their clear relevance to the assessment of both intellectual strengths for gifted children and psychological processing weaknesses for children with SLDs. Recommendations for assessment practices and areas in need of further research are explicitly stated. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

The eight articles appearing in this issue cross the entire spectrum of contemporary research in the field of giftedness. The first article of this issue features the first systematic neurophysiological study on the problem of underachievement ever conducted in the field of giftedness research. Starting with the phenomenon of neural efficiency, the authors examine the cortical activities of persons with differential grades of cognitive abilities and scholastic ability levels on various types of cognitive tests. The fourth contribution focuses on a personality variable often investigated in conjunction with the gifted: motivation. One of the articles present a highly promising method in the form of data mining. In particular, the prospect of being able to identify subgroups and non-linear correlations will certainly be appealing and beneficial for more than a few of our readers. Another interesting article also stems from the area of athletics. The authors results indicate the existence of extremely individual developmental trajectories in the development of expertise. One of the upcoming issues of High Ability Studies will feature a target article composed by Florida State University. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

A serious critique often made against giftedness research is an alleged neglect of the aspects of developmental psychology. We are therefore more than pleased that Marion Porath has agreed to assemble a series of papers on this topic and serve as Guest Editor for this edition of High Ability Studies. This edition is made complete by a fascinating case study submitted by Larisa V. Shavinina which she developed on the basis of the concept of entrepreneurial giftedness, and therewith fills a gap in our field of research. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

The Fullerton Longitudinal Study is a contemporary prospective investigation that spans approximately a quarter of a century. Commencing at age 1, children and their families were systematically followed every 6 months from infancy through preschool and annually at ages 5 through 17. They were again assessed at age 24. The course of development for intellectually and motivationally gifted children was studied across a breadth of developmental domains including academic, cognitive, self-perceptions, temperament, behavioral, social, family/environmental processes, and adult educational achievement. Presented are the methodology and unique aspects of this research that contribute to the study of giftedness. Major findings regarding these two distinct dimensions of giftedness are presented, with some implications for practice and directions for future research. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

This paper describes a developmental psychological approach to understanding giftedness. A theoretical model of exceptional expertise is used to frame our understanding of how gifted children's conceptual knowledge develops in a variety of domains and how the interplay of this conceptual knowledge with domain-specific skills results in rich, elaborate thinking. This model provides a 'design for development' of giftedness in a variety of domains. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Counseling concerns of highly able students may reflect characteristics associated with giftedness. Yet school counselor training programs give scant attention to this phenomenon and to the social and emotional development of these students. School counselors therefore may be unaware of and unequipped to respond to these concerns. Referencing scholarly literature related to giftedness as both asset and burden, the author explores school counselors' potential roles in responding to the needs of gifted students. (PsycINFO Database Record (c) 2018 APA, all rights reserved) (Source: journal abstract)

Reviews the book, Autism and the God connection. Redefining the autistic experience through extraordinary accounts of spiritual giftedness by William Stillman (2006). This book is a combination of autobiography, information, and support for caregivers of autistic children, and anecdotal psychic experiences of autistic children and their caregivers. I found the book most compelling in reading about the variety and types of psychic experiences that autistic children have reported. This book is in no way a scientific study nor a rigorously executed analysis of the anecdotes. However, the author does refer to some research material and provides an extensive bibliography for the reader. But the author fully believes the reports he has accumulated, along with his own personal experiences. He states that "we have no reason to believe that their stories are not authentic," and accepts them at face value. Although the book is not presented in a scientific manner and was not meant to be written in such a way, it is still a useful addition to the paranormal field, for it does offer us a body of anecdotes from a special and understudied population. This book gives the reader valuable insight into the spiritual and psychic lives of autistic individuals. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Reviews the book, Gifted young children by Louise Porter (2005). Dealing with an often-overlooked group, this book offers an overview of giftedness and talent in young children. The author guides the reader towards an analysis of the social and emotional development of such children, broadening the issues way beyond mere consideration of IQ measurement towards a more holistic view of giftedness. The second section of the book addresses issues surrounding self-esteem, socialisation and autonomy, although warns the reader not to succumb to the unsubstantiated myth of the emotionally problematic gifted child. The book succeeds in emphasising the role of environment in facilitating giftedness. It also provides a useful basic starting point for beginning research in this area, as pitfalls and gaps in the literature are identified. This is a very readable book. It would clearly be suited to teachers with a specific interest in this area. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Research shows that social circumstances influence the development of an individual's high abilities. This paper identifies the micro-social1 factors in the development of entrepreneurial giftedness. Specifically, the paper considers the family milieu, 'significant others' and great contemporaries in the case of Richard Branson, the most successful entrepreneur in the UK. Despite the quite evident importance of entrepreneurship in the prosperity of any society, one should acknowledge that the phenomenon of entrepreneurial giftedness is terra incognita from a research viewpoint. The paper introduces the concept of entrepreneurial giftedness and thus fills an apparent niche in the literature on high abilities. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)