Title
Talents unfolding: Cognition and development
Abstract
At what age should talent or giftedness be considered seriously? What happens when child prodigies grow up? What environmental characteristics are needed for talent to develop into genius? In this book, developmental, educational, cognitive, and professional psychologists find answers to these and explore other questions about the nature of creativity and domain-specific expertise (e.g., social giftedness, visual arts) and how psychology and other cognitive sciences have contributed to understanding of high ability across the life span. The debate about giftedness is extended into the realm of multiple intelligences and their environmental context. (PsycInfo Database Record (c) 2024 APA, all rights reserved)
(Source: jacket)
Publisher
American Psychological Association
Loc. in Archive
619489963; 2000-07251-000
Extra
Pages: 279 Pages
Publication Title: Talents unfolding: Cognition and development
abstractTranslation: ¿A qué edad se debe considerar seriamente el talento o la superdotación? ¿Qué pasa cuando los niños prodigio crecen? ¿Qué características del entorno se necesitan para que el talento se convierta en genio? En este libro, los psicólogos del desarrollo, educativos, cognitivos y profesionales encuentran respuestas a estas preguntas y exploran otras preguntas sobre la naturaleza de la creatividad y la experiencia específica del dominio (por ejemplo, la superdotación social, las artes visuales) y cómo la psicología y otras ciencias cognitivas han contribuido a la comprensión de la alta capacidad a lo largo de la vida. El debate sobre la superdotación se extiende al ámbito de las inteligencias múltiples y su contexto ambiental. (Registro de la base de datos PsycInfo (c) 2024 APA, todos los derechos reservados) (Fuente: chaqueta)
Notas
TOCDataText - Contributors; Foreword [by] Nancy M. Robinson; Preface [by] Reva C. Friedman and Bruce M. Shore; Introduction [by] Bruce M. Shore and Reva C. Friedman; Part I: Developmental perspectives on giftedness; Giftedness in very young children: How seriously should it be taken? / Nancy M. Robinson / 7-26; Strategies for modeling the development of giftedness in children / Nancy Ewald Jackson / 27-54; A sociohistorical perspective on exceptionally high-IQ children / Martha J. Morelock / 55-75; The giftedness matrix: A developmental perspective / Howard Gardner / 77-88; Tracking trajectories of talent: Child prodigies growing up / Lynn T. Goldsmith / 89-122; Part II: Giftedness and cognition; Cognition, development, and exceptional talent in infancy / John Colombo, D. Jill Shaddy and W. Allen Richman / 123-147; Life-span cognitive giftedness: The development of relativistic thinking / MaryLou Fair Worthen / 149-166; Metacognition and flexibility: Qualitative differences in how gifted children think / Bruce M. Shore / 167-187; Part III: Domain-related talent; Social giftedness in childhood: A developmental perspective / Marion Porath / 195-215; On the nature of expertise in visual art / Sandra I. Kay / 217-232; Finding the problem finders: Problem finding and the identification and development of talent / Alane J. Starko / 233-249; Was Mozart at risk? A developmentalist looks at extreme talent / David Henry Feldman / 251-263; Author index; Subject index; About the editors
Última actualización - 2024-08-31
PubXState - DC
Fecha de revisión - 20000501; 20040831
Copyright - © 2000, American Psychological Association. All rights, including for text and data mining, AI training, and similar technologies, are reserved.
Citación
Talents unfolding: Cognition and development. (2000). American Psychological Association. APA PsycInfo® (619489963; 2000-07251-000). https://doi.org/10.1037/10373-000