Su búsqueda

This study explored the latent structure of divergent thinking as a cognitive ability across gifted and non-gifted samples of students utilizing multiple-group analysis of mean and covariance structures (MG-MACS). Whereas Spearman's law of diminishing returns postulates lower g saturation of cognitive tests with increasing ability level and consequently, a lower correlation of cognitive abilities in more gifted samples, recent evidence from creativity research has shown that correlations of divergent thinking with intelligence are unaffected by ability level. In order to investigate this conflicting state of affairs with respect to divergent thinking, we utilized increasingly restrictive MG-MACS models that were capable of comparing latent variances, covariances, and means between gifted (IQ > 130) and non-gifted (IQ ≤ 130) groups of students. In a sample of 1070 German school students, we found that a MG-MACS model assuming partial strict measurement invariance with respect to the postulated factor model of verbal, figural, and numerical divergent thinking could not be rejected. Further, latent variances and covariances of latent divergent thinking factors did not significantly differ between groups, whereas the gifted group exhibited significantly higher latent means. Finally, implications of our results for future research on the latent structure of divergent thinking are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

In this study reasons for counselling the gifted and talented are investigated. The sample comprised 440 children (28.5% female) from a counselling centre for the gifted and talented. Reasons for counselling were assessed by a questionnaire and within the counselling sessions. Intelligence was tested with IQ-tests. It was examined how the reasons for counselling are related to children's gender, grade level (Kindergarten up the grade level 7), and intelligence (gifted versus non gifted). For boys and girls very similar reasons for counselling were found. However, some reasons are related to grade level and giftedness. Results are discussed with respect to practical implications for counsellor education and training. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

This reflection relates to the passage between childhood and adolescence, and postulates that the experience of puberty troubles the defensive intellectual overinvestment of the latency period. I suspect that in the gifted adolescent, giftedness, which is founded upon still-active infantile depression, does not enable construction of the psychical dams freud speaks of; it is only a narcissistic show which collapses at the appearance of pubertary emergences. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Gifted intelligence is underpinned by those aspects of neural function that enable an enhanced facility to engage in fluid analogizing: a cognitive-level construct that describes intermodule information articulation within the brain. Evidence for this claim comes from a program of neuroimaging investigations of the neural underpinnings and IQ correlates of fluid analogizing coupled with theoretical modeling of high creative intelligence that contextualizes fluid analogizing within related executive neural functions. In particular, a gifted person's high ability at fluid analogizing as a cognitive process enables his or her more efficacious working memory, the most critical consequence of high-level prefrontal cortical functioning. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

The articles in this issue span from investigating relationships between brain structure and human intelligence, neuropsychological profiles of savants, functional brain patterns of mathematical processing in gifted adolescents, and functional brain patterns of fluid analogizing to a proposed, expanded model for locating studies of twice-exceptional individuals within medical models of disability. Each of these articles represents one or more important pieces of work that comment on the biological nature of ability and performance. While the number of individuals who could contribute to this topic from a primary source point of view are few, there is much ground to cover in this emerging field. Imaging methods themselves are highly technical and sophisticated yet still yield very rudimentary knowledge about the brain contingent upon narrow and conditional contexts for interpretation. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Presents an interview with Michael W. O'boyle, is professor in the Department of Human Development and Family Studies, Texas Tech University, and Adjunct Professor of Pharmacology and Neuroscience, School of Medicine, Texas Tech University Health Sciences Center. His research has been pushing back the frontiers of giftedness by revealing intriguing connections between neuroscientific investigations and mathematical high ability. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

This article focuses on the first phase of a recent National Research Center on Giftedness and Talented (NRC/GT) project, which used survey research to target a disproportionate nationally stratified random sample of primary grade teachers about their beliefs and practices related to talent development in young children and their responses to case studies describing four different types of students--one easily identified as gifted from a traditional paradigm; the others manifested talents masked by some other factor--poverty, language status, or concurrent social/emotional needs. The mixed-method survey design facilitated triangulation of findings to better understand the contextual factors that influence primary grade teachers' perceptions and behaviors. Findings indicate that primary grade teachers continue to hold traditional conceptions of talent that shapes how they view cultural minority students, nonnative English speakers, and children with other exceptionalities. These beliefs influence the types of academic, social, and programmatic interventions they believe diverse primary grade learners need, often seeing the deficits before identifying the talents (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

The main argument of this article is that human living systems are open, dynamic, intentional systems and, therefore, are capable of building ever more complex behaviors through self-organization and self-direction. This principle underlying general human development is also applicable to the development of gifted and talented behaviors. These behaviors are dynamic because persons demonstrating such behaviors are forming dynamic, functional relations with a specific environment, with unique temporal trajectories capable of engendering emergent properties that feed into further development. This Contextual, Emergent, and Dynamic Model provides an alternative to traditional static, reductionistic, trait-based conceptions of giftedness. The article further elaborates on three dynamic facets of the making of gifted potential: selective affinity, maximal grip, and being at the edge of chaos. These facets allow for dealing with the genesis of talents, developing expertise over an extended period, and developing creative potential. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: journal abstract)

The Hamburg Wechsler Intelligenztest für Kinder (HAWIK-IV; the German version of the Wechsler Intelligence Scale for Children-Fourth Edition) and the newly designed Intelligence and Development Scales (IDS) were administered in counterbalanced order to 77 gifted children and 77 nongifted children, aged 6 to 10 years. Samples were matched for age, sex, and socioeconomic status. Results reveal that both the HAWIK-IV and the IDS are able to distinguish between gifted and nongifted children. Moderate correlations between the tests indicate that the measures assess similar, but not identical constructs. Results are discussed as they pertain to the assessment and special needs of gifted children. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Gifted children report a higher academic self-concept compared with children of average talents. To test this hypothesis we examined by a quasi-experimental design the academic self-concept and global self-esteem of primary school children with different intelligence scores but all nominated by teachers as gifted. Wigfield & Eccles (2000) emphasized the evaluations of others as a mediatonale variable on students self-concept as on their achievement. So parents and teachers also rated their children's abilities and self-esteem. Independent of students' intelligence scores, children with teacher nominations as gifted expressed a higher academic self-concept and received better evaluations than the control students. The identification of giftedness by psychometric testing did not influence parents' nor teachers' descriptions of gifted behaviour characteristics of the children. The results illustrate the significance of evaluative labeling by significant others to the development of self-concept and also to die nomination of giftedness. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

Traditionally, in giftedness research, the intelligence quotient has been presumed to be the best predictor of high achievement levels. From the perspective of the Actiotope Model of Giftedness, however, it is merely one indicator among several on the effectiveness of the academic action repertoire. In this model, learning is considered to be more important than personal traits for attaining high levels of achievement. This is confirmed with three studies conducted with pupils in grades 8 through 11. In Study 1 it was shown that high achieving pupils in the subject of mathematics can be differentiated from other pupils according to the learning orientation of their subjective action space. High achievement can be better predicted over a temporal distance of six months through the learning orientation of the subjective action space than through intelligence. This finding was replicated in Study 2 for the scholastic subject of biology. In Study 3, an investigation was undertaken to determine whether the performance enhancing effect of a learning oriented subjective action space is also beneficial in coming to terms with experiences of failure. This premise could also be confirmed. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

This article serves as a primer to make the neuroimaging literature more accessible to the lay reader and to increase the evaluative capability of the educated consumer of cognitive neuroscience. This special issue gives gifted education practitioners and researchers a primary source view of current neuroscience relevant to modem definitions and conceptions of giftedness while helping readers understand the methods of modem cognitive neuroscience. A second goal of this special issue is to increase readers' scientific literacy to generate a clearer understanding of both the utility and limitations of neuroimaging studies and a set of operating principles to employ when reading about neuroimaging studies from both primary and secondary sources. The potential for cognitive neuroscience to impact education has been an issue of high interest and rigorous debate, and international communities of educators and scientists have convened to explore potential intersections. Added to this, multiple and myriad definitions of giftedness make the exercise of exploring the nature of human ability and performance psychometrically and scientifically challenging. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

The CFT 20-R is often used to assess fluid intelligence. Hence, it can also be utilized to assess giftedness. The present study is concerned with an investigation of psychometric properties of the test with respect to measurement invariance between students of normal and higher intelligence. Analyses were conducted both at the item and scale level. A sample of N = 1886 male and female students from the lower, middle, and higher track of the German education system were administered the short form of the CFT 20-R. Comparing students of normal (IQ < 120) and higher (IQ ≥ 120) intelligence, DIF analyses at the item level revealed that measurement invariance was largely observed with respect to item difficulties but not discrimination parameters. Partial strong measurement invariance was observed at the subtest level. The CFT 20-R is therefore well-suited for a first screening of intellectual giftedness. (PsycINFO Database Record (c) 2019 APA, all rights reserved) (Source: journal abstract)

The aim of this study was to explore the effect of level of mathematical giftedness and gender on students' self-concept (represented by personal competence perceptions, fear of negative evaluation and self-esteem), while taking into account their general school achievement. Participants in the study were high school students forming three groups: highly gifted (N = 62), moderately gifted (N = 99) and non-gifted students (N = 77). Mathematically gifted students did not differ from their non-gifted peers in their personal competence, fear of negative evaluation and their self-esteem evaluations. The effect of gender was significant only for the fear of negative evaluation, indicating that female students show more intense fear than their male peers. For the measure of self-esteem significant interaction between gender and mathematical giftedness level was found. For male students the highest self-esteem estimates were in the highly gifted students group and the lowest in the moderately gifted students group. Among the girls, moderately gifted girls had the highest self-esteem followed by highly gifted girls and then, with the lowest self-esteem, by non-gifted. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

The Gifted Rating Scales-School Form (GRS-S), a teacher-completed rating scale, is designed to identify five types of giftedness and motivation. This study examines the reliability and validity of a Chinese-translated version of the GRS-S with a sample of Chinese elementary and middle school students (N=499). The Chinese GRSS was found to have high internal consistency. Results of the confirmatory factor analysis corroborated the six-factor solution of the original GRS-S. Comparison of the GRS-S scores and measures of academic performance provide preliminary support for the criterion validity of the Chinese-translated GRS-S. Significant age and gender differences on the Chinese GRS-S were found. Results provide preliminary support for the Chinese version of the GRS-S as a reliable and valid measure of giftedness for Chinese students. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Leadership is one of the most underemphasized dimensions of high ability cited in the current federal definition of giftedness. This particular ability area is highlighted here in an effort to offer helpful information and recommendations to administrators, educators, parents, and policymakers who seek plausible solutions to the problem of underidentification among gifted secondary African American male student populations. Key topics and issues addressed include definitions of giftedness, school context and environment, identity development, resilience, and leadership potential. The analysis concludes with practitioner- and researcher-focused recommendations. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

A selective review of past and present neuropsychological research on savant skills is highlighted, including both empirical findings and theoretical accounts. Results from this research are then compared to extant results within the giftedness literature. Three major conclusions are taken from this review of the research: (a) savant skills are inextricably linked to autism spectrum disorders; (b) neuropsychological models of autism spectrum disorders may help to explain the raised incidence of savant skills in this population and provide promising directions for future research; and (c) neuropsychological research into savant skills may have direct implications for better understanding the neuroscience of giftedness, particularly as it relates to domain-specific skills (e.g., mathematics), as opposed to general (i.e., high IQ) giftedness. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

Reviews the book, Gifted children: A guide for parents and professionals by K. Distin (2006). This book is a helpful tool for parents and professionals alike. The authors effectively outline how giftedness influences familial relations, interpersonal relations, and academic life and profile different types of gifted students. Additionally, the authors provide suggestions for effective communication with gifted children and conclude the book by explaining how to live with giftedness. According to the authors, the specific purpose of the book is to provide an understanding of how giftedness affects children and their parents socially, emotionally, and interpersonally. The second part of the book takes a more idiosyncratic shift as individual authors write about their particular areas of expertise, including the challenges of Asperger's syndrome and other special needs. Attention also is given to the special talents of those who are gifted linguistically and musically and how to effectively communicate with those who are gifted. Although the authors do an adequate job of presenting relevant research to the reader, a major limitation of this book is the lack of empirical evidence used to support the authors' assumptions and advice. Another limitation of the book is the abrupt introduction of case studies. Although they were helpful, they were consistently distracting. Overall this book would be a beneficial addition to any parent's library. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

This study examined the accuracy of three shortened measures of intelligence: the Woodcock-Johnson Tests of Cognitive Ability, Third Edition Brief Intellectual Ability (WJ III COG BIA) score; the Stanford-Binet Intelligence Scale, Fifth Edition Abbreviated IQ (SB5 ABIQ); and the Kaufman Brief Intelligence Test IQ Composite (K-BIT) in predicting giftedness as assessed by the SB5 Full Scale IQ score (SB5 FSIQ). Participants were 202 third grade students who were individually administered the SB5, WJ III, and KBIT. Four scores (SB5 ABIQ, KBIT, WJ III COG BIA, and SB5 FSIQ) were extracted. Correlational analyses revealed positive, significant relationships among the four scores. Discriminant function analyses, conducted to examine the accuracy of the three shortened measures of intelligence in predicting giftedness, revealed that overall, the WJ III score was the most accurate, and the K-BIT score was the least accurate in identifying giftedness. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Giftedness' identification is a tricky subject nowadays. The only criterion stays the IQ whereas some theoretical models emphasize the important role of creativity in this phenomenon. We propose a literature's review which deals with links between creativity and giftedness. The main question is to know how creativity is involved in a general intelligence's theory point of view. Another point of view is to consider creativity as a specific module which would be independent. From these two theoretical views, some elements could change psychological evaluation and diagnosis of giftedness. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)