Su búsqueda

In the first part of this chapter, differences and similarities between static and dynamic measures of intelligence are presented and analyzed. Static measures of intelligence are generally obtained by testing either a ratio of mental age to chronological age or a score of deviation from age norm. Dynamic measures of intelligence are generally obtained by administrating novel problem solving tasks to the subjects, supplying them with gradual and balanced assistance that progressively disclose the solution of the problem, and determining the amount of aid the learner needs to be able to solve the problem. The amount of aid is inversely proportional to the modifiability index. The modifiability index is the general propensity to change, and can better measure intelligence. In the second part of this chapter it is hypothesized that some subjects can obtain a normal score with static test measures and a giftedness score with dynamic test measures. Two experiments were conducted to examine the relationship between dynamic measures and static measures of intelligence in low socio-economic background subjects and in ADHD subjects. In the first experiment 24 subjects with either high (12) or low (12) level of socio-economic background were trained to master problem solving tests with dynamic and static measures of intelligence. In the second experiment 57 subjects, 10 with ADHD-IA, 10 with ADHD-HI, 10 with ADHD-C and 27 controls were trained to master problem solving tests with dynamic and static measures of intelligence. The results showed that subjects with ADHD-C and Controls scored similarly on dynamic and static measure, but subjects with ADHD-HI and subjects with a low level of socioeconomic background had lower scores with static test measures and higher scores with dynamic test measures. Results are discussed in terms of their implications for intelligence tests. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

With the increased number of children being diagnosed with Autism Spectrum Disorders (ASD), parents and professionals are in search of materials that provide information that will enable them to better understand affected children. While in the past individuals who were diagnosed had limited verbal and intellectual skills, newly diagnosed children often have good language skills and even areas of giftedness. This A-to-Z work contains original entries on the topic of Autism Spectrum Disorders. Entries include facts about disabilities, personal and historic perspectives, interventions, assessments, educational methods, trusted Internet resources, and national organizations. The work outlines the contributions of founding researchers and other professionals and includes personal perspectives from individuals with ASD and their parents. It also includes lesson plans that can be implemented in a home, school, or community setting. No other such definitive resource exists that provides both educational and practical information related to ASD. This volume covers alphabetical entries P-Z. Volume 1 (see record 2007-17149-000) covers alphabetical entries A-O. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: cover)

The United States' commitment to gifted education, and the relative importance the government has placed on it, has fluctuated throughout its compulsory education history. The presiding political and societal beliefs of the times have been reflected in how the construct of "giftedness" was defined and how this definition influenced both the identification process and the specialized education for gifted children and adolescents. The U.S. population is becoming increasingly diverse and is projected to increase by 50% among culturally and linguistically diverse groups in the year 2050 (U.S. Census Bureau, 1996). Therefore it is imperative to advance our understanding of giftedness and culture to develop procedures that will facilitate the identification of special gifts and talents among culturally and linguistically diverse (CLD) children and adolescents. The goal of this chapter is to provide a comprehensive review of identification methods used with gifted and talented CLD children and adolescents. A historical background is provided to illustrate the evolution of the definition of giftedness from one that was unitary in nature toward a multidimensional construct based on theory and research, as well as the challenges faced when identifying CLD children and adolescents. This is followed by a review of culturally sensitive approaches and alternative assessment procedures and their implications on the interdisciplinary practices of school psychologists, teachers, and parents. Finally, the authors provide suggestions for a comprehensive multicultural identification model of giftedness and its implications for future research and practice. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)

With the increased number of children being diagnosed with Autism Spectrum Disorders (ASD), parents and professionals are in search of materials that provide information that will enable them to better understand affected children. While in the past individuals who were diagnosed had limited verbal and intellectual skills, newly diagnosed children often have good language skills and even areas of giftedness. This A-to-Z work contains original entries on the topic of Autism Spectrum Disorders. Entries include facts about disabilities, personal and historic perspectives, interventions, assessments, educational methods, trusted Internet resources, and national organizations. The work outlines the contributions of founding researchers and other professionals and includes personal perspectives from individuals with ASD and their parents. It also includes lesson plans that can be implemented in a home, school, or community setting. No other such definitive resource exists that provides both educational and practical information related to ASD. This volume contains alphabetical entries A-O. Volume 2 (see record 2007-17150-000) contains alphabetical entries P-Z. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: cover)

A healthy understanding of a stewardship of self that is a gift of God's grace, will both promote a healthier lifestyle and help people to avoid making decisions that lead to risky behaviors by empowering them to have a more positive self image, not only as individuals, but also within the communities in which they live. This Doctor of Ministry project includes a four part study series that utilizes bible study and discussion to lead the participants, both youth and adults, to a greater understanding of stewardship and self care. Part one, "Our Baptismal Identity," guides the participants to see themselves as baptized children of God who are named and claimed as God's own. Part two, "Belonging to God," guides the participants to recognize that everything they have and everything they are belongs to God, and that stewardship of creation includes stewardship of self. In other words, caring for self is not selfish; rather it is God's will for the lives of all God's children. Part three, "Our Unique Giftedness," guides the participants to understand that all gifts, talents, and abilities come from God, given for the common good and to be used to God's glory. These gifts, talents, and abilities are not to be wasted or squandered, nor are they to be used for one's own gratification or glorification. Part four, "A Journey Toward Healthier Living," guides the participants as they put together all they have learned, understanding that no matter how hard they try, everyone will encounter twists and turns, hills and valleys, as well as breakdowns on the journey. Still, in the midst of it all, the good, the bad, and everything in-between, God is with God's people, God loves them, and no matter what, they are named and claimed by God, each one is a child of God. Through Holy Baptism, the children of God are sealed with the Holy Spirit and marked with the cross of Christ forever, and that is enough. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Currently, a thorough description of the knowledge, skills, abilities, and other personal characteristics (KSAOs) that distinguish an exceptional surgeon does not exist. This knowledge is pertinent to the development of selection, training, and performance assessment methods that can be used to develop high performing surgeons. Expert surgeons from around the country were recruited to participate in an interview to discuss the KSAOs (i.e., the competencies) needed to be exceptional in the field. A smaller number of novice surgeons were also interviewed. The expert interview data were distilled into a competency model that consists of ten competencies and patterns within the data that distinguished between the expert and novice results were examined. Results revealed ten competencies essential for distinguishing between outstanding and typical and surgeons: Dedication to Patient Care, Integrity, Tireless Work Ethic, Preparedness, Intellectual Giftedness and Curiosity, Humility, Compassion, Devotion to Field, Rapid Decision Making, and Passion for Teaching. These results suggest that surgical training would benefit from focusing on the development and enhancement of character-based competencies. Once validated, Industrial-Organizational psychologists can use the present model to assist surgeons in creating instruments that measure and track residents' acquisition of these competencies. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

The overall purpose of this study was to examine the relationships between two recently revised measures of intelligence (Woodcock-Johnson Tests of Cognitive Ability, Third Edition and Stanford Binet Intelligence Scale, Fifth Edition) and three shortened measures of intelligence (Woodcock-Johnson Tests of Cognitive Ability, Third Edition Brief Intellectual Ability Score, Stanford Binet Intelligence Scale, Fifth Edition Abbreviated IQ, and the Kaufman Brief Intelligence Test IQ Composite). Specifically, this study examined the accuracy of the three shortened scores in their ability to predict giftedness based on children's scores on the two full measures, with the intention of examining the implications of using shortened measures in a screening process for gifted identification. Participants were a group of 202 third-grade students enrolled in a suburban school district located in the Midwest. These students were selected for the study based on high achievement and/or cognitive scores on a state standardized test. The participants ranged in age from 8 years, 4 months to 10 years, 11 months and were assessed during the spring of their third grade year in 2003 and 2004. These children were administered the three measures over a two day period in a counterbalanced order. A set of univariate and multivariate procedures were used to examine hypothesized relationships between full and shortened measures. Significant positive relationships were observed between all five measures examined, although the highest correlations were produced between the full measure scores and their short forms. Discriminant function analyses were conducted to determine the accuracy of the three shortened measures in their prediction of giftedness based on five separate criteria using two full scale measures of intelligence. The results of all five multivariate discriminant function analyses were significant, indicating that the three shortened measures were able to group children accurately as compared to full scale scores, with classification rates ranging between 76.7 and 90.6. These analyses further revealed that the WJ III COG BIA was best able to predict giftedness in most cases, regardless of the criteria used. These results are intended to provide educators with information about the accuracy of three different shortened measures of intelligence so that informed decisions can be made regarding the use of these measures in selection processes for gifted programming. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

The present study investigated the role of the school environment in determining what adolescent populations value. The characteristics that were investigated included academic brilliance, studiousness, and athletic ability. The conceptual framework of this study was derived from A. Tannenbaum's 1962 study of adolescent attitudes as well as from the literature examining the effects of giftedness, gifted programs, as well as the effect of school environments on adolescent attitudes. Students from two suburban high schools on Long Island, New York completed questionnaires. One of these high schools had an International Baccalaureate Program, while the other high school did not. The questionnaires were based upon the questionnaire Tannenbaum used in his 1962 study. Each student was asked to read a set of eight paragraphs each representing an "imaginary pupil." Each paragraph included a sentence describing the pupil's athletic ability, level of academic brilliance, as well as his/her study habits. Each student was asked to rate each paragraph representing how he or she believed each pupil would be valued in his or her present academic environment. It was hypothesized that across both academic settings adolescents will value athleticism over non-athleticism. It was also hypothesized that students in the high school with the International Baccalaureate Program would value brilliance over average ability, and studiousness over non-studiousness. Additionally, it was hypothesized that the students in the high school without the International Baccalaureate Program would favor average ability over brilliance and non-studiousness over studiousness. The data were submitted to a repeated measures analysis of variance. However, in order to test each of the hypotheses of interest, a "custom contrast" of each of the paragraph's means was conducted. The data supported the hypothesis that students in both academic settings would value athletic abilities over non-athletic abilities. Data also confirmed that students in the school with the IB Diploma program favored studiousness over non-studiousness and academic brilliance over average abilities. However, the data did not confirm that students in the school without the IB Diploma program would favor average abilities over brilliance and non-studiousness over studiousness. In fact, the results were statistically significant in the opposite direction. The students in the school without the IB Diploma program favored studiousness over non-studiousness and brilliance over non-brilliance. Implications of the findings, limitations of the study and directions for future research were discussed. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

The under-representation of ethnic minorities in gifted education programs is a persistent problem in the American educational system. Outstanding in popularity among possible solutions to this problem is the recommendation to use multiple-measure identification procedures to increase ethnic diversity. The purpose of this study, set in a suburban school district in the northeastern United States, is to investigate group differences, between fifth and ninth grades, among students identified for participation in honors classes through the use of a multiple-measure identification process administered in the fifth grade. The questions being investigated focus on whether, in a culturally diverse setting, the adoption of a more pluralistic approach to identification of gifted learners leads to a more diverse gifted population, and will the newly-identified students find similar rates of academic success as they enter their high school years? Data were collected from student records at the district level, with the variables being studied being specifically related to the identification of giftedness and academic success. Chi Square Analyses were performed to investigate four of the five research questions, with employment of ANCOVA procedures to investigate the final research question. Through the analyses, it was found that the introduction of the multiple-measure identification procedure did not increase the ethnic diversity of the program. Notwithstanding the fact that, overall, diversity was not increased by this new protocol, it was found that minority students identified were more likely to make it into the gifted program by virtue of the new protocol, not in the traditional single-measure way, which relied on standardized test results alone. Additionally, it was found that students in both protocols experienced similar academic success rates, retention rates in honors programs in high school, and similar academic gains as reflected standardized test scores. While this particular multiple-measure identification methodology did not increase the participation of minority students in honors courses in general, it did identify students who persevered in honors courses at the same rate as their traditionally identified counterparts. This finding is meaningful as we search for ways to identify students who will benefit from special programming for gifted learners over the long-term. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

This dissertation employed qualitative ethnographic research with twelve human subjects, five female Chinese pastors and seven male Chinese pastors from the Sarawak Chinese Annual Conference, the Methodist Church in Malaysia (SCAC). The research seeks to appropriate a postmodern narrative therapy of Michael White and David Epston, Jill Freedman and Gene Combs in the pastoral guidance as a practice of pastoral counseling in SCAC. Wesleyan theology and Chinese cultural construct of SCAC were employed to critically reconstruct this therapeutic approach for its contextual application. This dissertation examines the theoretical, philosophical and ethical constructs of narrative therapy. It argued that narrative therapy may have the risk of propagating a postmodern individualism and emphasized personal agency of a customized self based on personal taste. Instead, the dissertation proposed a reconstruction affirming personal agency as giftedness of humanity with the telos of loving God and neighbor, seeking life fulfillment in the infinite possibility of God. Pastoral guidance taking this frame of reference could be considered as a means of grace empowering persons seeking help toward the telos. This research also suggested that externalizing of problems offers a possible platform for the deconstruction of shame faced by Chinese persons seeking help. It further argued that a narrative approach of pastoral guidance must seriously consider the Chinese cultural specifics of SCAC such as collectivistic-familial aspects, qing and guanxi (generally understood as relationship), of the Sarawak Chinese Methodists in order to be relevant for the local practice. This work foresees some challenges in the area of dealing with the systemic issues which persons seeking help continue to experience as they move beyond the counseling room. It is in this reconstruction and awareness that the practice of pastoral guidance taking the narrative frame of reference is made possible. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

This study examined the effects of an enrichment program that used Type III activities (Renzulli, 1997) which were targeted at an identified area of cognitive strength or domain-specific area of giftedness (visual-spatial skills) on students' leadership, social skills, and attention in the classroom. The premise of the study was that providing an enrichment program in an area of students' cognitive strength would positively impact their classroom behaviors. This empirical investigation used a pre- and post-test design with random assignment to an experimental group (n=12) and a control group (n=11) of 3rd 4 th, and 5th grade elementary school students in a school district with a large number of disadvantaged and minority students. Participants of the intervention were chosen on the basis of above average visual-spatial skills as measured by the Culture Fair Intelligence Test (Cattell, 1973) and were identified by their teachers as struggling with the traditional curriculum. The intervention was an after-school enrichment program that involved building a series of eight engineering projects. Teachers of the students completed the subscales for leadership, social skills, and attention problems from the Behavior Assessment Scale for Children, Second Edition (Reynolds & Kamphaus, 2004) at three measurement dates (pre-test, post-test, and post-control intervention). A multivariate covariate analysis (MANCOVA) was conducted after the experimental group completed the enrichment program that compared the changes in behavior between the experimental and control groups. There was no significant measured effect noted in the experimental group, when the experimental group was compared to the control group after the intervention. However, there was a significant change in the measured behaviors of the control group following their participation in the intervention, including an increase in the behaviors associated with leadership, and a reduction in attention problems. The inconsistency of these results may be attributable to differences between the two groups and supports the need for additional research to determine the effects of domain-specific interventions. The results of this study suggest that interventions that are targeted at students' cognitive strength may help them develop better problem-solving skills, and also improve their engagement in the classroom. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

When Congress approved the Reauthorization of the Individuals with Disabilities Education Act (IDEA) in November of 2004, IDEA acknowledged the needs of twice-exceptional children for the first time. Gifted students with disabling conditions remain a major group of underserved and under stimulated youth (Cline, 1999). There are many obstacles to the identification of G/T learning disabled students. The first barrier to identifying gifted students who are learning disabled is that many of them are able to maintain achievement at or near grade level. Gifted students who are learning disabled may be particularly difficult to identify because their disabilities often mask their abilities. Conversely, they may have developed certain abilities to an exceptionally high degree in order to disguise or cover up their disabilities. Consequently, both the gifted and talented and the disabilities of such students may go unrecognized. This study explored the personal, behavioral, and academic development of nine male students with giftedness, and combined twice-exceptional characteristics and giftedness, and ADHD. Data was gathered from three different sources-teachers, parents, and the students themselves. The problem addressed by this study was the impact of twice-exceptional development on self-concept, learning and motivational characteristics of boys who were gifted, gifted with asynchronous development, and boys with Attention Deficit Disorder. The major research questions were addressed through qualitative design in order to explore the participants' lived experience. Twice-exceptional development was explored using interviews at the research site. The mixed-method research design was used to help us understand twice-exceptional development by converging both quantitative and qualitative data. One of the main themes emerging from this study was that the daily individual experience of every student is a function of many interacting components. Disabilities and handicapping conditions do impact and play a part in the daily lived experience of adolescent males. Recommendations are made for additional training and professional development to help educators understand the impact of clinically diagnosed conditions which are sometimes not visible, but can manifest themselves in the student's daily experience. Gifted students with disabilities and handicapping conditions are at risk because their giftedness can often mask their disability. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

This study explored the development of computer technology talent (CTT) in the field of gifted education. Based on Feldman's (1994) co-incidence theory, the four time frames have crystallized at the end of the 21st century to produce conditions for CTT to emerge: (1) individual life span, (2) development of the field, (3) historical and cultural trends, and (4) evolutionary time. Within this framework the research question was asked: "What cognitive and affective qualities and life events mark the development of CTT?" Using qualitative study methods, interview data were collected from four different age groups and time periods: Historical (Sample 1), Snapshot (Sample 2), Longitudinal (Sample 3), and Contemporary (Sample 4). Gagne's (2003) Differentiated Model of Giftedness and Talent (DMGT) was used after the initial analysis to structure the data into the categories of natural abilities, intrapersonal catalysts, environmental catalysts, and talent activities. Findings were discussed in terms of developmental patterns and recurring trends between samples, reflected in their histories with computing, environmental support, and key educational experiences. Results provide evidence that CTT should be recognized as a distinct talent area within the gifted field. Suggestions for educational policy and practice are made for teachers and parents of children with CTT. Alternative assessments and resources need to be made available in schools to recognize this new way of thinking in the digital age. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

This dissertation focused on optimal development in adulthood, in particular how such development was conceptualized in the personality theories of Maslow (1954/1970) and Loevinger (1976). Loevinger's theory of ego development mapped the entire developmental spectrum into nine stages and likened the highest stages to self-actualization. Past research has shown that the majority of adults fail to achieve the most advanced stages of personality development. This study is concerned with how exceptional development to the most advanced stages, postconventional ego development, unfolds, focusing on the nature of such development and its assessment. Loevinger's assessment instrument, the Washington University Sentence Completion Test, was used to find 22 participants, who, on a scale of 1 to 9, all scored at stage 7 or above. Written narratives and semistructured interviews with the participants inquired into the developmental pathways, including the participants' own views about what constitutes optimal development and about life-changing activities and values. The transcribed interview materials were analyzed using grounded theory procedures as delineated by Strauss and Corbin (1990) and holistic narrative analysis (Lieblich, Tuval-Mashiach, & Zilber, 1998). The findings demonstrate that persons at postconventional stages of development define development and talk about their growth in significantly different ways than persons in the conventional tier of development. Postconventional participants evidenced greater complexity in their narratives. Furthermore, they valued growth, joined discourse communities, and took an interest in their inner world. Minor elements that distinguished postconventional participants from those scoring in the conventional range included giftedness, unconventionality, and cross-cultural exposure. No single factor can be seen as accounting for advanced ego development; instead, a complex interaction of factors seems to be required to advance to a stage of development that is not supported by the dominant cultural norms. The author demonstrates that Loevinger's instrument with recent additions by Cook-Greuter (1999) shows limited validity, and an unequivocal acceptance of this instrument for the assessment of higher development cannot be supported. The findings are placed in the context of the existing literature, and possible future directions for the exploration of this subject matter are presented. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Experts in the field of gifted education have developed thorough and comprehensive program models for educating gifted students. Students are provided gifted education services through the combined efforts of administrators, gifted education specialists, and regular classroom teachers. Little is known about the perceptions of gifted programming held by those who deliver services to students. The investigator mailed surveys to a national sample of 900 educators to determine beliefs about a wide-ranging array of topics central to gifted education. These topics include definitions of giftedness, factors influencing who receives services, identification methods, characteristics of gifted students, the need for resources/supports to teach gifted children, the responsibility for developing the talents of diverse gifted students, the appropriateness of certain accelerative practices, and which options should be included in a continuum of services. This study focused around three research questions: (1) What perceptions do administrators, gifted education specialists, and regular classroom teachers have regarding key beliefs in gifted education? (2) Are there differences of perceptions regarding key beliefs of gifted education across these groups? and (3) What are some of the differences within each of the groups as related to independent variables (ethnicity, free & reduced lunch, experience)? Responses to surveys were received from 411 educators, including 148 administrators, 115 gifted education specialists, and 148 regular classroom teachers. Descriptive statistics, ANOVAs, and post hoc tests were run to determine answers to the research questions. Findings included a determination that while educators accept many definitions of giftedness, they believe more traditional talents merit greater attention from gifted education programs. More inclusive definitions of giftedness, such as the Renzulli combination of above-average intelligence, creativity, and task commitment are the most popular with educators. Differentiation was preferred to acceleration as a strategy for dealing with gifted students and certain methods of acceleration that related to single-subjects, were endorsed over other methods, such as early entry to Kindergarten and grade skipping. Statistically significant differences were found between groups, such as, administrators favoring gifted programming options that do not require extra staff, and regular classroom teachers and gifted education specialists putting different weight on teacher nominations as a means of identification. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Editor notes that in this issue, the authors address some very diverse aspects of giftedness and talent, including perfectionism, language diversity, musical talent and appreciation, implicit influences on thought and action, social awareness, and some deep, inner, psychological dimensions of high ability. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

This article reviews studies investigating cognitive ability and academic achievement of students with Asperger syndrome (AS) and high-functioning autism (HFA). Particular emphasis is placed on the mathematical ability of people with AS/HFA. A preliminary analysis of empirical data is presented. Findings indicate that: (1) the majority of individuals with AS/HFA have average mathematical ability; (2) the majority of individuals with AS/HFA have a significant but clinically modest math weakness; (3) some individuals with AS/HFA have mathematical giftedness. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

Replies to several comments made by the original authors (see record 2007-12554-002). Examines and comments upon the cumulative science involved with reproducibly superior aspects of giftedness. Relevant misunderstandings, agreements, and disagreements are addressed. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Comments on the article by Ericsson, Roring and Nandagopal (see record 2007-12554-002). This paper presented well the achievements of the expert performance approach. The 10-year rule of expertise is one of them, a very practical rule. For example, when I meet a new physician, my first question always is: 'How many years of practical experience do you have?' 'Do not send me a bunch of non-experts to see my baby. Send me a paediatrician who has at least 10 years of experience', I demanded the administration of the Children's Hospital in Ottawa and forbade non-experts to enter my room. They promised to send me their best expert. The following morning Dr. Johnson came, saying that he had five years of experience and he thought that he was an expert. You can imagine my disappointment. However, the expert performance approach does not answer some important questions directly arising out of its main statements. The author expands upon these issues. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Different cultures have different conceptions of what it means to be gifted. But in identifying children as gifted, we often use only our own conception, ignoring the cultural context in which the children grew up. Such identification is inadequate and fails to do justice to the richness of the world's cultures. It also misses children who are gifted and may identify as gifted children those who are not. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)