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1.
There are suggestive data to link salivary testosterone concentrations (ST) to cognitive abilities in humans. Saliva reflects the plasma-free fraction of ST, which is biologically active, available for uptake by tissues including the brain. In the present study, therefore, salivary testosterone levels in healthy preadolescent children of both sexes, 6 to 9 years old, were determined. Among a total of 215 participants, 122 were intellectually gifted, attending special classes for gifted in primary school (IQ 130 or more in two independent standard tests of general intelligence). Their ST levels were compared with ST levels of 93 non-gifted children attending regular primary school. In general, results show there are no changes in ST concentrations between ages 6 and 9. However, there are significant differences between gifted and non-gifted participants. ST levels in gifted children were lower (p < 0.01) in all age categories. This also holds for both sexes separately (p < 0.01).  相似文献   

2.
The psycho-social adjustment of 50 gifted (mean IQ=127) and 50 German ten-year-olds of average intelligence (mean IQ=106, matched individually on socio-economic status and gender) was compared. Data from different sources (children, parents, teachers) on social behaviour, (therapy-relevant) behaviour problems, and emotional stability revealed no significant differences between the two ability groups. Gifted elementary-school children are socially and emotionally at least as well adjusted as their non-gifted age-mates.  相似文献   

3.
As part of the validation research process for a new self-report social-emotional test for children, internalizing social-emotional symptoms (e.g., depression, anxiety, social withdrawal, somatic complaints, positive and negative affectivity) of a group of elementary-age gifted students (n = 65) were contrasted with those of a carefully matched (by gender and age) comparison group of non-gifted students (n = 65). Subjects completed the Internalizing Symptoms Scale for Children (ISSC) (Merrell & Walters, 1996), a self-report measure of internalizing symptoms, affect, and cognition. The gifted students reported significantly fewer internalizing symptoms than did the comparison group. An analysis of critical items separating the two groups indicated that the gifted students differed most substantially from their non-gifted peers on ISSC items that relate to self-efficacy and perceived self-importance. Although these types of self-perceptions are considered to be a peripheral rather than a central component of specific internalizing disorders, it is hypothesized that their positive presence in children may act as a “buffering” factor, possibly insulating children from insults to their social-emotional functioning that may lead to the development of internalizing forms of psychopathology. The results of this investigation are discussed in terms of their relationship to conflicting previous research in this area, to future research needs in the study of social-emotional symptoms and development of gifted children, and in terms of the construct validity evidence for the ISSC. © 1996 John Wiley & Sons, Inc.  相似文献   

4.
The present experiment contrasted the recall of gifted and nongifted middle-school children for sets of categorically related items. Subjects were given a single free-recall trial on each of two lists consisting of category-typical and category-atypical words. The typicality of the items for one list was based on each subject's unique typicality ratings, whereas the typicality of the items in the second list was based on adult norms. A preliminary category-rating task indicated that gifted students were somewhat more similar to adults in their ratings of category typicality than nongifted children. Recall was comparable between the gifted and nongifted subjects for typical items, but greater for the gifted subjects for atypical items. The latency between the recall of unrelated words was faster for the gifted than the nongifted children. Subjects were classified as strategic or nonstrategic on the basis of clustering and interitem latencies. Gifted subjects were less apt to be classified as strategic than nongifted subjects on the typical items of the self-generated list; there were no differences in the classification between the gifted and nongifted children for all other contrasts. These results were interpreted as indicating that the cognitive advantage of gifted relative to nongifted children is more apt to be in terms of nonstrategic rather than strategic functioning.  相似文献   

5.
The role of IQ in individual differences in real-life problem solving and strategies use was explored. Repeated trials of learning and recall of information from a map were analyzed with high IQ and average IQ Korean students. IQ correlated with the selection and use of strategies in recall. However, the performance and strategic behaviors of low-recall high IQ students and high-recall average IQ students cautions the overgeneralization of the advantage of high IQ in the selection and use of cognitive and metacognitive strategies. The individual's mind set about learning and domain-specific ability needs to be considered as compensatory mechanisms to explain the relationship between IQ and strategies use.  相似文献   

6.
Overexcitabilities (OEs) are ways that an individual experiences the world and can be understood as channels of information flow. The current study examined the profile of OEs among a group of Hong Kong children. Participants included 229 non-gifted and 217 gifted children. OEs were measured using the Overexcitability Questionnaire II. Results indicated that there were differences between the gifted and the non-gifted groups in all OE subscales. Gender differences were also identified. Females, in both gifted and non-gifted groups, have a significantly higher score in Emotional OE when compared to males. In addition, gifted females also scored significantly higher than their male counterparts in Sensual OE. Results of this study were compared to a group of American children (based on C.L. Tieso's work on overexcitabilities in 2007). The implications and limitations of this study are presented.  相似文献   

7.
The relationship between the construct of mental attention and “giftedness” is not well established. Gifted individuals could make effective use of their executive functions and this could be related to their mental attentional capacity. The dialectic constructivist model developed by Pascual-Leone introduced the concept of mental attention or “effort”, relating it to mental capacity. The aim of this study is to investigate whether the measurement of mental capacity (M-measurement) is differential for a group of children with high IQs. 110 students between 4 and 18 years old participated in this study. Some were Gifted (n=70) and others Non-Gifted (n=40). Wechsler-R Scale and the Figural Intersection Test were administered to all participants. An interesting pattern was found in the younger groups. The gifted scored higher than the non-gifted in the Figural Intersection Test and much higher than their theoretical M. The non-gifted scored quite close to their theoretical M (based on age). In the oldest group, the gifted again achieved higher scores, but now they scored at the theoretical level, and the non-gifted underperformed.  相似文献   

8.
ABSTRACT

Two explanations for resolving dyslexia were investigated, one assuming resolving underlying deficits and another assuming compensatory mechanisms based on cognitive strengths. Thirty-six Dutch gifted secondary-school students with either persistent (n = 18) or resolving (n = 18) dyslexia participated. Groups, matched on IQ, were assessed on dyslexia- and intelligence-related cognitive risk and protective factors. Findings for the risk factors showed support for both the resolving-deficit and compensatory-mechanism theories: Resolving and persistent groups were comparable on phoneme deletion and nonalphanumeric rapid automatized naming, but resolvers outperformed students with persistent dyslexia on spoonerisms and alphanumeric rapid automatized naming. For the protective factors, resolvers consistently showed more pronounced cognitive strengths in verbal areas relevant for literacy development, which is in line with the compensatory-mechanism theory. We conclude that, besides underlying deficits resolving to some extent, compensation is a plausible explanation for resolving literacy difficulties in gifted students.  相似文献   

9.
This study examined the impact of the COVID-19-induced school lockdown on need satisfaction, well-being and motivation in both gifted and non-gifted primary school students in the Netherlands. A total of 312 parents (122 from gifted children) participated. The lockdown had mainly negative effects on students' need satisfaction, well-being and motivation. However, the impact of the lockdown was less negative for gifted students. There was also a levelling effect: Before the lockdown, gifted students had lower need satisfaction, well-being and motivation than their non-gifted peers, but these differences decreased during the lockdown due to (stronger) declines in the non-gifted. Changes in non-gifted students' well-being and motivation, because of the lockdown, were negatively mediated by autonomy and relatedness with classmates. Among the gifted, this was positively mediated by competence. Only before the lockdown, the effects of giftedness on well-being and motivation were mediated by autonomy and relatedness satisfaction.  相似文献   

10.
In this study, dynamic testing principles were applied to examine progression of analogy problem solving, the roles that cognitive flexibility and metacognition play in children's progression as well as training benefits, and instructional needs of 7‐ to 8‐year‐old gifted and average‐ability children. Utilizing a pretest training posttest control group design, participants were split in four subgroups: gifted dynamic testing (n = 22), gifted unguided practice (n = 23), average‐ability dynamic testing (n = 31), and average‐ability unguided practice (n = 37). Results revealed that dynamic testing led to more advanced progression than unguided practice, and that gifted and average‐ability children showed equivalent progression lines and instructional needs. For children in both ability categories, cognitive flexibility was not found to be related to progression in analogy problem solving or training benefits. In addition, metacognition was revealed to be associated with training benefits. Implications for educational practice were provided in the discussion.  相似文献   

11.
Younger children’s free recall from episodic memory is typically less organized than recall by older children. To investigate if and how repeated learning opportunities help children use organizational strategies that improve recall, the authors analyzed category clustering across four study-test cycles. Seven-year-olds, 10-year-olds, and young adults (N = 150) studied categorically related words for a free-recall task. The cognitive processes underlying recall and clustering were measured with a multinomial model. The modeling revealed that developmental differences emerged particularly in the rate of learning to encode words as categorical clusters. The learning curves showed a common pattern across age groups, indicating developmental invariance. Memory for individual items also contributed to developmental differences and was the only factor driving 7-year-olds’ moderate improvements in recall.  相似文献   

12.
This study assessed the perceptions of 146 gifted and 115 non-gifted high school biology students and investigated associations between student perceptions and cognitive achievement. The What Is Happening In this Class? (WIHIC) was used to assess perceptions of actual and preferred learning environments. Data indicated that all students preferred a more favourable environment than the one that they were currently experiencing, but gifted students perceived their actual environment more positively than non-gifted students. Statistically significant associations between the actual learning environment and achievement on a standardised biology test were found for the majority of scales. Teacher Support, Investigation and Equity were all statistically significant independent predictors of student achievement, while Student Cohesiveness had a negative association with achievement. Interviews revealed that students interpreted some WIHIC items differently from how the developers had intended.  相似文献   

13.
143 9- and 10-year-old children were classified into high- and low-IQ groups and given 4 different sort/recall lists (baseline, training, near [immediate] extension, far [1-week] extension) to assess training and extension of an organizational memory strategy. All children received categorized items of moderate typicality for Phases 1, 3, and 4. For Phase 2, children were assigned to either a training or control group, with half of the children in each group receiving category typical items and the others category atypical items. Levels of recall, sorting, and clustering were greater in Phase 2 for high-IQ children, for the typical lists, and for trained children. Both the high- and low-IQ children trained with typical items continued to show high levels of recall on the near extension phase. No group of subjects maintained high levels of recall after 1 week, although levels of sorting and/or clustering on the extension trials remained high for all groups of subjects except the low-IQ control children. This latter pattern (elevated sorting/clustering with low levels of recall) is an indication of a utilization deficiency , a phase in strategy development when children use a strategy but gain little or no benefit in performance. The results provide evidence for IQ, training, and material effects in the demonstration of a utilization deficiency.  相似文献   

14.
Don Ambrose 《Roeper Review》2013,35(3):212-213
Metacognition is an important component of advanced intellectual performance and, therefore, has been proposed to be more advanced in intellectually gifted than average children. However, existing research comparing gifted to average children's metacognitive abilities does not support this idea uniformly. Compared to average children, gifted children appear to have generally better declarative metacognitive knowledge and better ability to transfer strategies to situations distinct from those in which the strategy was learned. However, gifted children do not demonstrate consistently better strategy use, maintenance, or near transfer compared to average children. Nor do they display better cognitive monitoring ability compared to average children. Metacognition appears to be important to the development of high achievement in a domain. We argue that metacognitive abilities might be incorporated as additional criteria for entry into programs for the gifted beyond standard intelligence measures. Several identification methods which include metacognitive information are discussed.  相似文献   

15.
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   

16.
To truly understand gifted performance, it is necessary to merge research on giftedness with current thinking in cognitive development and intelligence. This article presents traditional research on gifted children's cognitive development then considers how the application of newer models and theories from the field of cognitive development can be combined with research on giftedness to change the way people think about gifted performance. First four factors that have often been associated with giftedness are discussed from the perspectives of cognitive developmental psychology and gifted education. Next, emphasis is placed on investigating the strategic development of gifted children. Specifically, R. S. Siegler's (Emerging Minds: The Process of Change in Children's Thinking, Oxford University Press, New York, 1996) model of strategy development is addressed in terms of what it may contribute to understanding gifted cognition. Finally, future lines of research using models from cognitive development and complex systems models of development are recommended.  相似文献   

17.
The Wechsler Intelligence Scale for Children–Third Edition (WISC‐III) and the Stanford‐Binet Intelligence Scale–Fourth Edition (SB‐IV), were administered to 20 gifted children and 20 non‐gifted children to examine the extent of the difference in IQ scores obtained on the two tests and whether order effects were present. Results show that the SB‐IV Composite Score was significantly higher than the WISC‐III Full Scale IQ for both groups. However, for the gifted group, unlike the non‐gifted group, this difference achieved significance only when the SB‐IV was administered first. When either IQ test was administered to the gifted students for the first time, without the confound of a learning influence, there was no significant difference in mean scores. However, when both tests were administered, it was found that the SB‐IV influenced the WISC‐III Full Scale IQ in a downward direction whereas the WISC‐III influenced the SB‐IV Composite Score in an upward direction. © 2002 Wiley Periodicals, Inc.  相似文献   

18.
Previous research suggests a developmental lag between producing a strategy of selective attention and benefiting from it. This aspect of the transitional period during strategy acquisition was investigated in the present study by comparing recall following child-produced (Session 1) and experimenter-produced (Session 2) strategies. The 114 7-9-year-olds were told to remember a subset of 6 items (either animals or household) located beneath 2 rows of doors. Session 1 assessed each child's spontaneous strategy (pattern of opening doors) over 6 trials. Session 2 included 7 different trial types, during which the experimenter opened the doors, thereby equating the strategies for children of all ages. The results revealed gradual changes in children's ability both to produce and to benefit from a selective strategy. Whereas younger children performed differently on trial types during which only the 6 relevant versus all 12 items were shown, older children recalled a similar number of items for all trial types, regardless of the number or pattern of door openings provided. Adult-produced selectivity eliminated recall differences among the grades and suggested that strategy production is effortful for younger children and therefore may prevent their benefiting from the strategy.  相似文献   

19.
Self-Efficacy Beliefs and Mathematical Problem-Solving of Gifted Students   总被引：2，自引：0，他引：2  
Path analysis was used to test the predictive and mediational role that self-efficacy beliefs play in the mathematical problem-solving of middle school gifted students (n= 66) mainstreamed with regular education students (n= 232) in algebra classes. Self-efficacy of gifted students made an independent contribution to the prediction of problem-solving in a model that controlled for the effects of math anxiety, cognitive ability, mathematics GPA, self-efficacy for self-regulated learning, and sex. Gifted girls surpassed gifted boys in performance but did not differ in self-efficacy. Gifted students reported higher math self-efficacy and self-efficacy for self-regulated learning as well as lower math anxiety than did regular education students. Although most students were overconfident about their capabilities, gifted students had more accurate self-perceptions and gifted girls were biased toward underconfidence. Results support the hypothesized role of self-efficacy in A. Bandura's (1986) social cognitive theory.  相似文献   

20.
This study investigates whether gifted children differ from non‐gifted regarding the possession and use of toys and whether gifted are less affected by traditional gender roles in these two variables. The parents of 286 fourth‐grade elementary school students (151 intellectually gifteds [IQ >= 130] and 135 children of average intelligence) responded to a list of 30 toy groups. It was assessed (a) which toys are present in the household and (b) how often they are used by the child. The analysis revealed that only the use of toys typical for boys displayed a mildly significant effect for giftedness. Dramatic gender effects were found: with the exception of the use of athletic equipment and group games, both groups exhibited gender‐specific toy possession and toy use to an equal degree.  相似文献   

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