Results 161 to 170 of about 7,137 (217)
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Clinical Pediatrics, 1989
A cohort of 200 children, who were followed from birth and periodically evaluated as part of a longitudinal study of child development, was used to determine the ability of the Bayley Scales of Infant Development (BSID) to predict children who would be considered intellectually gifted at 7.5 years. The cohort was predominantly white (91%), upper middle
B K, Shapiro +5 more
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A cohort of 200 children, who were followed from birth and periodically evaluated as part of a longitudinal study of child development, was used to determine the ability of the Bayley Scales of Infant Development (BSID) to predict children who would be considered intellectually gifted at 7.5 years. The cohort was predominantly white (91%), upper middle
B K, Shapiro +5 more
openaire +2 more sources
Current Directions in Psychological Science, 2000
Gifted children, those with unusually high ability in one or more domains, not only develop more rapidly than typical children, but also appear to be qualitatively different. They have an intense drive to master, require little explicit tuition, and, if intellectually gifted, often pose deep philosophical questions.
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Gifted children, those with unusually high ability in one or more domains, not only develop more rapidly than typical children, but also appear to be qualitatively different. They have an intense drive to master, require little explicit tuition, and, if intellectually gifted, often pose deep philosophical questions.
+4 more sources
Creativity, Giftedness and Education
Gifted and Talented International, 2013 International audienceIn this article, conceptions of creativity in giftedness and their implications for education are reviewed. First, the definition of giftedness is examined taking into consideration the difference between intellectual giftedness and
Maud Besançon
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Peabody Journal of Education, 1997
In this article, I assert that giftedness is not a fact of nature or something that educators and psychologists have discovered. Instead, it is a socially constructed concept, something recently invented. I review the evolution of this construction and discuss some of the practical implications of the construct's application in education.
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In this article, I assert that giftedness is not a fact of nature or something that educators and psychologists have discovered. Instead, it is a socially constructed concept, something recently invented. I review the evolution of this construction and discuss some of the practical implications of the construct's application in education.
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European Journal of High Ability, 1991
Abstract The thesis of this paper is that to be gifted means being able to go through the developmental curve from novice to expert more rapidly. Central in growing expertise are the building up of pattern recognition capabilities, schema formation, proceduralization of the knowledge base, and the development of a multistrategy control structure ...
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Abstract The thesis of this paper is that to be gifted means being able to go through the developmental curve from novice to expert more rapidly. Central in growing expertise are the building up of pattern recognition capabilities, schema formation, proceduralization of the knowledge base, and the development of a multistrategy control structure ...
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GIFTEDNESS: An Exceptionality Examined
Annual Review of Psychology, 1998▪ Abstract The study of giftedness has practical origins. High-level performance intrigues people. Theoretically, the study of giftedness is related to the psychology of individual differences and has focused on the constructs of intelligence, creativity, and motivation.
A, Robinson, P R, Clinkenbeard
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The origins and ends of giftedness.
American Psychologist, 2000Five issues about giftedness are discussed. First, the origins of giftedness are explored. The view that giftedness is entirely a product of training is critiqued. There is indirect evidence for atypical brain organization and innate talent in gifted children: Many gifted children and savants have enhanced right-hemisphere development, language-related
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Giftedness and Gifted Education
2005Item does not contain ...
Mönks, F.J., Katzko, M.W.
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Giftedness and Talent in Sport
2009The chapter starts with three examples, as a short, but concrete introduction into the field of sports. Next, a classic study by Bloom (1985) is addressed and discussed extensively. In this study, the career of talented individuals from the domains of art, science and sport is outlined in three phases.
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