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1.
Albert Ziegler 《High Ability Studies》2012,23(2):133-142
The commentaries to our target article Towards a systemic theory of gifted education differed in their assessments of the various arguments we put forward. Of the more than 40 responses to our target article, 27 responses were chosen as being representative of all commentaries. We grouped the responses according to the main points in our target article, including our claims that current approaches to gifted education are ineffective, current models of giftedness are generally flawed, and systemic models of giftedness represent an advancement in the way that giftedness can be understood. Next, we outlined a systems approach to gifted education, based on the actiotope model of giftedness as its theoretical foundation. Finally, we argued that the systemic theory of gifted education represents a paradigm shift in the way we view the development of exceptionality. 相似文献
2.
Mimi Wellisch 《Roeper Review》2013,35(2):116-126
Although both giftedness and secure attachment are associated with advanced language and good socioemotional adjustment, not all gifted children are well adjusted. This article explores the consequences of attachment style on gifted development and examines whether early trauma can be rectified. The dearth of research on giftedness and attachment has necessitated the review of less direct evidence, including brain research and maternal depression. A partly empirical, partly conceptual picture is drawn to demonstrate that attachment styles can support, reduce, and even prevent giftedness. This is further illustrated by an experiment involving IQ scores that mimics the expected effects of early trauma and insecure attachment on test performance. The article concludes by suggesting that attachment style may contribute to a gifted spectrum. 相似文献
3.
In this article we present research concerning important aspects of domain-specific giftedness. Specifically, we address the evidence regarding the relationship between specific abilities and achievement. Empirical evidence suggests that specific abilities have been used widely and validly for identification of exceptional talent in performance domains, and mathematical and spatial reasoning ability have demonstrated predictive validity for achievement in science, technology, engineering, and mathematics (STEM) domains. We note that domains of talent have unique trajectories and discuss four critical aspects of domain-specific giftedness. These include the developmental nature of giftedness (giftedness moves from potential to competency to expertise and possibly to eminence over time); the temporal nature of giftedness (that domains vary in their starting, peak, and ending points); the contextual aspect of giftedness (societal value of some domains over others, changing of domains and emergence of new domains, and the environmental influences in fostering domain-specific achievement); and the relative nature of giftedness (childhood giftedness is advancement relative to age peers, and adult giftedness is exceptional achievement relative to other domain experts). Finally, we present some implications of a domain perspective on giftedness for educational practice. 相似文献
4.
Jennifer Riedl Cross Colm O’Reilly Mihyeon Kim Sakhavat Mammadov Tracy L. Cross 《High Ability Studies》2015,26(1):39-61
Social coping and self-concept were explored among Irish (n = 115) and American (n = 134) grades 3–8 students. Denying one’s giftedness or the impact it has on peer relationships were associated with poor self-concept in both samples. Among Irish students, denying giftedness was associated with more positive self-concept when paired with a high activity level. Engaging in many activities in the US sample and helping one’s peers in the Irish sample were positive predictors of academic self-concept. Findings suggest young gifted students may benefit from learning more about their exceptional abilities and their impact on peers. They should also be encouraged to engage in extracurricular activities and find ways to use their exceptional abilities to support their peers. 相似文献
5.
This Monte Carlo simulation adds to the growing body of enumeration index performance research in continuous response variable mixture models by addressing the issue of the performance of these indexes in discrete-time survival mixture analysis (DTSMA) models. Results showed that although all enumeration indexes performed very well in identifying a homogeneous DTSMA model (i.e., k = 1 hazard function in the sample data), the findings also showed that the enumeration indexes performed poorly in identifying the correct number of unobserved hazard functions present in a heterogeneous (i.e., k = 3) DTSMA model. More important, the performance of the enumeration indexes for the heterogeneous DTSMA models did not improve as the sample size, the effect of time-invariant covariates, or adjacent hazard function separation distance increased, which is inconsistent with some previous Monte Carlo simulation results. The limitations of this Monte Carlo simulation study and future empirical investigation possibilities are both discussed. 相似文献
6.
Robert J. Sternberg 《High Ability Studies》2001,12(2):159-179
This article describes how giftedness can be viewed as developing expertise. The general conception of giftedness as developing expertise is outlined. Then research examples are given that, in conjunction, seem odd under traditional interpretations of abilities but that make sense as a whole in the context of the developing expertise model. It is concluded that this new model offers potential for better understanding the nature of giftedness. 相似文献
7.
Cognitive Development in Gifted Children: Toward a More Precise Understanding of Emerging Differences in Intelligence 总被引：3，自引：0，他引：3
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
8.
David W. Chan 《High Ability Studies》2001,12(2):215-234
This study sought to assess the viability of the use of a self-report checklist identifying different aspects of giftedness in a sample of 192 Chinese secondary students from a multiple intelligences perspective. For comparison, IQ, creativity, and leadership characteristics of these students were also assessed using conventional standardized measures. Data on academic achievement in Chinese language, English language, and mathematics were obtained from school records. While students perceived the seven intelligences as relatively distinct abilities, these self-estimates of the seven intelligences did not generally predict the conventional measures, suggesting that the seven intelligences and the conventional measures provided independent and possibly complementary information on aspects of giftedness. The implications of the development of a profile of strengths and weaknesses of students from a multiple intelligences perspective for subsequent identification and programming are discussed. 相似文献
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AbstractBiggs' Presage–Process–Product (3P) model provides a flexible model for testing hypotheses about intra-psychic and contextual effects on student learning processes and outcomes; however, few empirical studies have effectively tested the longitudinal and reciprocal effects implied by the model. The current study provides an empirical test of theorised reciprocal relationships operating over time implied by the 3P model between perceived teaching quality and approaches to learning. The current study examines a longitudinal sample of Japanese university students (n = 1348; female = 404) from 18 degree programmes. Data from a reciprocal latent model were analysed using structural equation modelling. Modelling identified significant reciprocal effects between teaching quality and deep approaches to learning. Deep (positively) and surface (negatively) predicted annualised GPA (moderate and large effects, respectively). Consistent with a systems theory perspective on teaching and learning, longitudinal results supported hypothesised reciprocal relationships between perceptions of teaching quality and approaches. Implications for theory and practice are discussed. 相似文献
11.
In the development of performance excellence, the relative roles played by intellectual ability and motivation remain speculative. This study investigates the role played by general intelligence, school environment, self‐efficacy, and aspects of personal identity in the formation of learning motivation in German students attending the Gymnasium schools. Using self‐reports of academic achievement and scores on a shortened version of the Berlin intelligence structure test for adolescence to differentiate students as achievers or underachievers, ninth‐grade students were administered a battery of self‐report instruments, designed to measure learning motivation, school environment, self‐efficacy, and personal identity. After the posited factor structure was confirmed, factor scores were computed and then used as data in hierarchical regression analyses using learning motivation as the criterion variable. The results showed that the greatest predictors of learning motivation were variables related to personal identity‐style, rather than general intelligence, supporting the hypothesis that learning motivation is a moderator variable of intellectual achievement for students with intellectual giftedness, rather than an inherent component of giftedness. 相似文献
12.
This paper reports the results of a two‐year longitudinal study of the relationship between self‐assessed intelligence (SAI) and academic performance (AP) in a sample of 184 British undergraduate students. Results showed significant correlations between SAI (both before and after taking an IQ test) and academic exam marks obtained two years later, even when IQ scores were partialled out. Several continuous assessment indicators (notably attendance, oral expression, and motivation) were also significantly correlated with SAI, even when IQ scores were controlled. A series of hierarchical regressions indicated that although exam grades were best predicted by IQ, SAI showed significant incremental validity in the prediction of AP, accounting for an additional 3% of exam, 9% of continuous assessment, and 2% of essay grades. Results are discussed with regard to current trends to integrate individual differences underlying AP. 相似文献
13.
Robert J. Sternberg 《Roeper Review》2017,39(3):213-219
In this essay, I respond to commentators on my article on the Active Concerned Citizenship and Ethical Leadership (ACCEL) model for understanding giftedness. I cover a number of topics that arose in or out of the commentaries, in particular, systems inertia; toxic leadership; teaching for creativity; flight from reality; the role of science, technology, engineering, and mathematics (STEM) in teaching for wisdom; the developmental nature of giftedness; making a positive, meaningful, and enduring difference; IQ as a diagnostic tool rather than as a gatekeeper; meeting the needs of marginalized young people; teacher education; and retrospective studies. I conclude that the differences among all of us in this symposium are small and that we all agree that a model like ACCEL—whatever its exact terms—is needed to move the field of giftedness beyond a preoccupation with abilities, narrowly defined. 相似文献
14.
Jocelyn H. Newton David E. McIntosh Felicia Dixon Tasha Williams Elizabeth Youman 《Psychology in the schools》2008,45(6):523-536
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 K‐BIT. Four scores (SB5 ABIQ, K‐BIT, 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. © 2008 Wiley Periodicals, Inc. 相似文献
15.
Marcia A. Barnes Karla K. Stuebing Jack M. Fletcher Amy E. Barth David J. Francis 《Journal of research on educational effectiveness》2016,9(2):153-172
ABSTRACTDifficulties suppressing previously encountered but currently irrelevant information from working memory characterize less skilled comprehenders in studies in which they are matched to skilled comprehenders on word decoding and nonverbal IQ. These “extreme” group designs are associated with several methodological issues. When sample size permits, regression approaches permit a more accurate estimation of effects. Using data for students in Grades 6 through 12 (n = 766), regression techniques assessed the significance and size of the relation of suppression to reading comprehension across the distribution of comprehension skill. After accounting for decoding efficiency and nonverbal IQ, suppression, measured by performance on a verbal proactive interference task, accounted for a small amount of significant unique variance in comprehension (less than 1%). A comparison of suppression in less skilled comprehenders matched to more skilled comprehenders (48 per group) on age, word reading efficiency, and nonverbal IQ did not show significant group differences in suppression. The implications of the findings for theories of reading comprehension and for informing comprehension assessment and intervention are discussed. 相似文献
16.
The exchangeability of brief intelligence tests for children with intellectual giftedness: Illuminating error variance components’ influence on IQs 
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下载免费PDF全文 This study examined the exchangeability of total scores (i.e., intelligent quotients [IQs]) from three brief intelligence tests. Tests were administered to 36 children with intellectual giftedness, scored live by one set of primary examiners and later scored by a secondary examiner. For each student, six IQs were calculated, and all 216 values were submitted to a generalizability theory analysis. Despite strong convergent validity and reliability evidence supporting brief IQs, the resulting dependability coefficient was only .80, which indicates relatively low exchangeability across tests and examiners. Although error variance components representing the effects of the examiner, examiner‐by‐examinee interaction, the examiner‐by‐test interaction, and the test contributed little to IQ variability, the component representing the test‐by‐examinee interaction contributed about one‐third of the variance in IQs. These findings hold implications for selecting and interpreting brief intelligence tests and general testing for intellectual giftedness. 相似文献
17.
This study examined the utility of the Gifted Composite (GC) formula derived from selected subtests on the Stanford-Binet Intelligence Scales, Fifth Edition (SB5) for evaluating intellectual giftedness. A sample of 52 children were administered both the SB5 and Woodcock-Johnson Tests of Achievement, Third Edition (WJ-III ACH). The ability of the Full-Scale IQ (FSIQ) and the GC to predict reading and math achievement were compared. Though both the FSIQ and GC significantly predicted standardized achievement test scores, the FSIQ explained more of the variance. Sequential regression analyses suggested that the SB5 factor scores preformed differently in their contribution of unique variance to the predictions. The inclusion of working memory scores in the calculation of the FSIQ appears to account for the difference in predictions between the FSIQ and GC for reading but not math skills. 相似文献
18.
The present study utilized a latent variable modeling approach to examine the Simple View of Reading in a sample of students
from 3rd, 7th, and 10th grades (N = 215, 188, and 180, respectively). Latent interaction modeling and other latent variable models were employed to investigate
(a) the functional form of the relationship between decoding and linguistic comprehension in third grade, (b) the contribution
of these predictors as children progress through school, and (c) the contribution of passage fluency, working memory, and
performance IQ to a model of reading for all grades. Results did not support the Simple View of Reading for students in grades
3, 7 and 10. Additionally, it was found that passage fluency significantly predicted reading comprehension after controlling
for decoding and linguistic comprehension for students in grades 7 and 10. Likewise performance IQ was found to be a significant
predictor of reading comprehension for students in third grade. 相似文献
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The Image of Science and Scientists Scale was developed to assess students' attitudes toward science. The instrument items are based on the 1957 summaries presented by Margaret Mead and Rhoda Metraux. The reliability of the instrument, using coefficient alpha, ranged from 0.76 in the pilot to 0.86 in the second phase of the study. Construct validity was obtained by comparing a science-oriented group versus a random sample to determine if the instrument could discriminate between the groups. With IQ controlled, the science group performed significantly higher (t = 2.58 ?p < 0.012). Furthermore, scores in ISSS contributed significantly to the prediction of science grades as determined by multiple regression analysis. 相似文献