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1.
对天才学习不良学生的评估需要同时考虑天才与学习不良的标准,但由于天才学习不良的定义本身不清晰,使得对它的鉴定缺乏明确的标准。已有研究提出的标准主要涉及天才、能力一成绩差异和加工能力缺陷三个方面。目前对天才学习不良学生的鉴定主要是理论层面的探讨,实践研究很少。多数的研究主张综合运用多种方法来鉴定天才学习不良群体。未来的研究应集合天才领域与学习不良领域的专家,将对天才学习不良学生的诊断与干预结合起来,更好地为这一群体提供需要的服务。 相似文献
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The purpose of this study was to investigate the differences between identified gifted adolescents and adolescents not identified as gifted in terms of social acceptance and self-concept (peer relations, academic, and general). In addition, we aimed to investigate the differences between two groups of students identified according to different identification criteria (i.e. intelligence test and teacher assessment), and whether the relationship between students’ giftedness and the indicators of their social adjustment was moderated by gender. A total of 404 Slovenian elementary school students (191 males; 47%, 213 females; 53%) participated in the study; among them 85 (21%) were identified as gifted. No significant differences were found between gifted and non-gifted students in positive sociometric nominations and social preference; gifted students received less negative nominations and had lower social impact, but were assessed as more socially accepted by their teachers. Gifted students reported higher academic and general but not peer relations self-concept. No differences in social acceptance and self-concept were found between the groups of gifted students identified with regard to different identification criteria. In addition, we found significant interaction effects between gender and giftedness for peer relations self-concept. The results indicate the importance of investigating individual differences among gifted students in future studies. 相似文献
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《The Journal of educational research》2012,105(6):337-342
AbstractThe purpose of this study was to determine which of 13 giftedness identification measures discriminated between gifted and non-gifted students, and to explore whether these measures discriminated against gifted students in groups such as the economically disadvantaged and/or ethnic minorities. The investigated variables took the form of a design where the dependent measures were the 13 identification measures and the independent variable was 3 levels or groups of second- and third-grade students. Discriminate and classification analyses were the statistical techniques used to respond to the questions of the study. Measures of scholastic aptitude, giftedness potential assessment (learning and creativity), student peer identification, and locus of control were found to be sensitive discriminators of giftedness. Giftedness potential assessment-creativity and learning, basic skills-math, and locus of control were found to discriminate least among economically disadvantaged and/or minority students. Measures of teacher judgmental, student self, and parent perceptual identification appeared to be insensitive discriminators of giftedness and seemed to be somewhat biased toward economically disadvantaged and/or minority students. 相似文献
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Irina S. Averina 《High Ability Studies》1995,6(1):49-52
This study involved an adaptation and evaluation of the Munich differential diagnostic instrument for the identification of gifted and highly gifted schoolchildren (KFT). An analysis was carried out of the relationship between various forms of giftedness and actual performance. A two step procedure was applied to select gifted students using a Teachers' Checklist, the KFT and tests of creativity. About 70 gifted youngsters were selected from 600 students. The label “gifted” was used for the top 6%‐10%, “highly gifted” for the top 3%–5% and “extremely gifted” for the highest scoring members of the group. The control group (70 unselected students) was investigated with the same methods. There were clear differences between the gifted, highly gifted and extremely gifted students in every domain of giftedness. Different forms of giftedness developed in the students during the three year period. 相似文献
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Kelly A. Rodgers 《Roeper Review》2013,35(2):111-120
This article explores the interaction between racial and ethnic identity, racial centrality, and giftedness and then uses an expectancy-value motivation model as a framework for understanding how the interplay among racial identity, centrality, and giftedness contributes to the motivation of African American gifted students. The analysis begins by defining racial and ethnic identity and discussing their relationship to racial centrality. Next, the interactions among racial and ethnic identity, centrality, and some socio-emotional aspects associated with giftedness are examined. An expectancy-value model then provides a framework for understanding how race centrality, racial/ethnic identity, and giftedness influence the motivational patterns of gifted African American students. Suggestions for future research are provided. 相似文献
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Jessica K. Ottwein 《Psychology in the schools》2020,57(6):937-945
As culturally, linguistically, and economically diverse students continue to be underrepresented in gifted programs, the beliefs that frame teacher perceptions of giftedness remain an important area of focus. Literature indicates that a lack of gifted-specific coursework in teacher preparation programs may sustain ill-formed preconceptions regarding giftedness, leading new teachers to rely on bias and stereotypic thinking when nominating students for gifted identification. Furthermore, deficit thinking and colorblind racial attitudes may interfere with the implementation of culture-fair identification practices and the implementation of multicultural pedagogy meant to elicit unique strengths and engage culturally diverse students. This article explores these barriers to equitable programming and concludes with broad recommendations for school psychologists in advocating for traditionally underrepresented gifted students. 相似文献
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本文以心理学领域的相关研究结论,首先解释了天才表现的参照系、行为内容和绩效水平;然后分析了天才的内在特殊能力与独特的认知加工过程,以及天才的情感特征与人格特质;最后讨论了天才发展中自然成长与有意训练、常规发展与认知跳跃这两类关系。对天才的深入探索,有助于纠正传统关于“天才”的错误认识,形成科学的天才观和人才观,有效指导人才培养及相应的教育实践工作。 相似文献
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This paper explores the school psychologist's role in the academic and psychosocial development of students identified as gifted and talented via curriculum. Given the school psychologists' assessment expertize, they can inform the identification to service placement process for students, including advocacy for curricular and instructional opportunities that best meet the student's needs. We discuss modern conceptualizations of giftedness and talent development, the function of curriculum and instruction in meeting the needs of students who are gifted and the school psychologist's role in identifying which curricular adaptations are appropriate for students based on learner data. We also discuss how a school psychologist can work with educators to support the needs of twice exceptional learners and gay, lesbian, bisexual, transgender and questioning students and recommend professional learning opportunities for school psychologists to remain abreast of current issues in gifted education. 相似文献
9.
More than 20 years ago, psychologists first described gifted students with learning disabilities (LD). In the past decade, several sets of identification criteria have been proposed for this population. Many of the suggested assessment practices are unsupported by research in psychoeducational assessment, and some have been directly contradicted by recent research. We argue that an uncritical acceptance of the concept of concomitant giftedness and LD has led to unsound identification procedures and to interventions that are not targeted properly. Specific recommendations for future research and implications for current clinical practice are discussed. 相似文献
10.
Mindy Kornhaber 《High Ability Studies》1999,10(2):143-161
In the United States, poor and minority students are disproportionately excluded from programs for the gifted. Current identification practices for gifted education programs are a primary barrier for these youngsters. This study investigated three alternative assessments for identifying students. Each was said to draw on the theory of multiple intelligences (Gardner, 1983) and to increase the identification of traditionally under‐served youngsters. This investigation asked: (1) Is it reasonable to associate increases in the identification of under‐served youngsters with these assessments? (2) Is it reasonable to associate each assessment with the theory of multiple intelligences? To answer these questions, qualitative data were analyzed against a framework of eight criteria. This revealed that no assessment met all eight criteria; each met a different subset of the eight. 相似文献
11.
Anneliese C. Bolland Sara E. Tomek Kevin D. Besnoy John M. Bolland 《Exceptionality》2018,26(3):190-208
Research abounds on adolescent poverty and on gifted education, but these fields are seldom considered together. This study explores trajectories of aggressive behavior (i.e., weapon carrying) of impoverished, gifted youth. Results indicate that gifted students engage in lower levels of weapon carrying than non-gifted students. Gifted and non-gifted girls’ trajectories are parallel across age.However, weapon carrying among gifted and non-gifted boys does not differ during early and late adolescence, but it does during middle adolescence. These differences can perhaps be explained by examining impulsivity and temperament trajectories by gifted status. Impulsivity for boys and quick-temperedness for girls is lower during early and middle adolescence for gifted students than for non-gifted students, but not during later adolescence. Quick-temperedness for boys and impulsivity for girls does not differ by gifted status during early and late adolescence, but it does during middle adolescence. These findings suggest that some characteristics of giftedness are manifest during early adolescence (perhaps even before enrollment in a gifted program). However, other giftedness characteristics appear only during middle adolescence, after students have enrolled in the gifted program. Implications of these findings for how gifted education programs can impact aggression, and ways to optimally structure these programs, are explored. 相似文献
12.
Kurt A. Heller 《High Ability Studies》1991,2(2):174-188
Following a short discussion of conceptual and theoretical problems of giftedness, the methodological foundations and selected results of a (presently) four year longitudinal study are presented. This study is based on a multidimensional concept of giftedness: intelligence, creativity, social competence, musical ability, psychomotor ability (or practical intelligence). Both academic achievements and leisure activities, as well as cognitive and motivational personality factors and school and family socialisation conditions relevant to giftedness, were studied. During the second project phase developmental aspects and achievement analyses of gifted and normal students aged 6 to 18 years were the central aspects of the study. Finally, methodological problems in the identification of gifted children and adolescents as well as consequences for the nurturing of giftedness are discussed. 相似文献
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从特质、鉴别以及干预等方面综述了国内外注意力缺陷多动障碍超常儿童的研究进展.描述ADHD儿童与超常儿童共存的特质,对ADHD超常儿童与一般超常儿童和ADHD儿童进行比较;介绍智力测验、行为观察和创造力测验等多种鉴别方法,通过不同方法对多种能力进行评估可提高鉴别准确性;对ADHD超常儿童进行教育干预,既要通过药物和行为治疗,弥补其缺陷,更要设计合理的超常教育方案,促进其潜能的实现. 相似文献
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The ability to recognise the characteristics of giftedness and talentedness in children is a critical skill in the identification effort especially as the literature is replete with varying notions of what it means to be gifted and talented. The present paper reviews several definitions of giftedness and concludes that any definition that should guide identification activities must emphasise the multidimensional nature of the concept. The characteristics of gifted children are enumerated and stated in a manner that parents and teachers who have the earliest responsibilities in the identification process may have observable behavioural indices to inform referral. Finally, the paper identifies some of the practical issues in the identification of the gifted and talented. 相似文献
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Adam Winsler Deepti Gupta Karkhanis Yoon Kyong Kim Jerome Levitt 《The Urban Review》2013,45(4):416-447
Although it is well established that Black male students are underrepresented in gifted educational programs in the United States, due to a scarcity of longitudinal prospective research, little is known about the protective factors at the child, family, and school level that increase the probability of Black male students being identified as gifted during early elementary school. Using data from the Miami School Readiness Project, we followed 6,926 low-income Black males from preschool through 5th grade to describe trajectories for the 453 Black males (6.5 %) who were identified as gifted, and examined child, family, and preschool variables associated with gifted classification. Boys were most commonly identified as gifted in first and second grade, and 15 % of the identified boys did not appear to be receiving gifted courses. Hierarchical multiple logistic regression analyses revealed that being classified as gifted in early elementary school was more likely for Black males who (a) attended public school pre-K programs at age four, (b) had higher cognitive, language, fine motor, behavioral, and emergent literacy school readiness skills before entering kindergarten, (c) spoke a language other than English at home, (d) were older upon entering kindergarten, (e) received higher grades in school, and (f) scored higher on standardized tests of math and reading. Predictors of gifted identification in the kindergarten year were different and weaker compared to identification in later years. Implications for early identification and intervention for talented Black males are discussed. 相似文献
19.
This paper reviews major research findings on social cognition in gifted adolescents. We discuss interpersonal and intrapersonal perceptions of giftedness (i.e., how gifted students view themselves, and how they perceive others’ views of them), the social coping strategies of this population (e.g., denying and hiding one's giftedness, conforming to mask giftedness, and helping others), and the gender, age, and self-concept differences shown in strategy choice when interacting with others. Results suggest that both American and Chinese gifted students employ social coping strategies to manage the visibility of their abilities in social situations, and there is a consistent link between coping strategy and self-concepts; but the findings with regard to social cognitive strategies, themselves, are conflicting. Implications of these findings and recommendations are presented. 相似文献
20.
The article describes Israel’s approach to the education of gifted and talented children. It describes the programs for gifted and talented children in Israel and the process for selecting students for these programs. The method of selecting students for programs is consistent with the Ministry of Education’s definition of giftedness, the goals of the giftedness programs, and the characteristics of these programs. The selection method is affected by the standards required of the instruments as well as other constraints, such as the constraints on funding for this purpose.The author of this article is the director of the Szold Institute program for identifying gifted children. The project is funded by the Israeli Ministry of Education 相似文献