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Savenkov, Aleksander I. "Cognitive and non-cognitive determinants of academic and life success." SHS Web of Conferences 117 (2021): 01001. http://dx.doi.org/10.1051/shsconf/202111701001.
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The article is devoted to the problems of association between academic and life success of a person with the levels of their cognitive development and several non-cognitive factors. Not only at the level of implicit theories that typically serve as a basis for educational practice but also in specialized psychological works, giftedness is often defined through success, although it is impossible not to recognize these phenomena as fundamentally different. In this regard, providing a distinction between the concepts of “giftedness” and “success” (both academic and life success) appears to be a relevant objective. The main proposition in the present article is that most specialists studying giftedness as personality potential view cognitive factors, primarily intellect and creativity (less often other cognitive functions), as its core and at the rare instances that the non-cognitive factors are considered, they are examined not in association with the structure of giftedness but merely as predictors of success. Therefore, the objective of examining and classifying the cognitive and non-cognitive factors of giftedness development, as well as autonomously analyzing the effective determinants of academic and life success of a person appears to be important and significantly novel. The present article has the nature of a theoretical review, therefore, the research method deployed in it is the analysis of theoretical sources across the broadest possible time frame. Consideration of the evolution of ideas of researchers from different countries and eras and the projection of their judgments, conclusions, and recommendations onto educational and social practice can shed light on the modern understanding of these processes both in scientific and everyday psychology.
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Ивлева, Марина, and Marina Ivleva. "On the essential characteristics of the phenomenon of giftedness." Servis Plus 11, no. 3 (September 19, 2017): 100–104. http://dx.doi.org/10.22412/1993-7768-11-3-12.
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The article poses and solves the problem of a general methodological character, topical for modern psychological knowledge - the conceptual design of the notion of giftedness. The solution of this problem will allow to create an integral system of investigation of the phenomenon of giftedness, which could adequately reflect its qualitative uniqueness. The hypothesis of the research was that the task could be solved by using a number of cognitive procedures, in particular, such as analyzing the conceptual apparatus, identifying the boundaries of the phenomenon of giftedness, and highlighting the basic approaches to its cognition. The chosen hybrid methodology that includes elements of logical and semantic analysis, made it possible to establish that the notion of giftedness reflects, on the one hand, not a fully theoretically reflected understanding of the essential characteristics of giftedness, and, on the other hand, established in the psychology numerous and diverse ideas about this phenomenon. Due to the existence of a number of related concepts, the boundaries of the concept analyzed in the article appear to be blurred, which makes the task of detailed analysis of the semantic structure of giftedness significant, while giftedness itself consists of the list of defining characteristics proposed by the author. This approach has a serious heuristic potential, allows us to identify the reasons for the diversity of approaches to the study of giftedness as an integrated system, and thus significantly expand the possibilities of its cognition. The approaches identified in the research result in different interpretations of giftedness, its nature and structure. This fact confirmed the assumption that the existence of a huge number of theories of giftedness is a consequence of not only diverse manifestations of the phenomenon of giftedness. We should talk about the differences between the philosophical foundations of these approaches.
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Fathey Okasha, Mahmoud, and Amany Farahat Abdalmageed. "Modeling Causal Relationships Among Giftedness Structure Variables." International Journal for Talent Development 11, no. 21 (February 2, 2021): 89–122. http://dx.doi.org/10.20428/ijtd.11.21.5.
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The present research aimed at identifying the interrelationships between cognitive, meta-cognitive, and extra-cognitive abilities, and exploring the paths of causal relationships between the constituent variables of the model, as well as verifying the suitability of the structural model with its various components in the interpretation of giftedness. The research sample consisted of (130) male and female students in secondary grades one and two in Technology and Sciences School for gifted in Cairo (STEM Egypt), (32) female students, and (98) male students. The sample's aged between (15-17) years with an average of 15.87 years and a standard deviation of 1.13 degree. The instruments of the study were applied on them after checking their psychometric properties. These tools were: Raven's Progressive Matrices test (Abu Hatab, 1977), and Torrance creative thinking test (photo B) (Sulaiman & Abu Hatab, 1976), as well as a computerized battery that includes a computerized task specific metacognitive skills test, and a computerized Extra-cognitive abilities scale. The research concluded that there is a high impact of meta-cognitive abilities on cognitive abilities, except achievement, and high impact of extra-cognitive abilities on meta-cognitive skills. The results also showed the relevance of the proposed model with its variables in the interpretation of giftedness structure.
Keywords: giftedness structure model, developmental cognitive theory of giftedness, meta cognitive abilities, extra-cognitive abilities.
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Burlakova, I. A., and E. E. Klopotova. "Retrospective or Look into the Future: Possibility of General Mental Giftedness Development of Senior Preschoolers." Psychological-Educational Studies 11, no. 1 (2019): 27–41. http://dx.doi.org/10.17759/psyedu.2019110103.
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The article gives a brief analysis of the current state of work with gifted children in Russia and abroad. It is noted that the research of giftedness of preschool children is poorly represented in science; meanwhile nowadays there are almost no practices of research and creation of conditions for giftedness development in preschool age. In this context, to solve the stated problem, it seems reasonable to return to the past studies of the giftedness of preschool children, in particular, to consider the studies carried out in Russia under the guidance of O.M. Dyachenko and L.A. Wenger. The studies were aimed at identification of the structure of the preschoolers overall mental giftedness and at building developmental work with this category of children, and despite the fact that the studies were conducted more than 20 years ago, they remain to be relevant. The development of cognitive activity (I.A. Burlakova) as the core of general mental giftedness is considered as one of the directions of development and formation of mental giftedness of preschool children. The results of the study of E.E. Klopotova and N.S. Denisenko revealing the structure of cognitive activity of children of preschool age and the possibilities of its development are also considered in the article. The developed model of general mental giftedness of preschoolers and the studies performed in the framework of the approach of L.A. Wenger and О.M. Dyachenko confirm the possibilities of early identification of giftedness and of support of its development, taking into account the features of the age. The central element of such educational work is, along with the development of general mental and creative abilities, the creation of conditions for the development of cognitive activity. It is concluded that it is necessary to continue research of preschool giftedness and its development at the age up to 7 years basing on the theory of amplification
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Hague, William J. "Is There Moral Giftedness?" Gifted Education International 12, no. 3 (January 1998): 170–74. http://dx.doi.org/10.1177/026142949801200306.
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Are the higher levels of morality a gift given to some? The first part of this paper describes higher levels of morality by contrasting two approaches: Kohlberg's Cognitive Developmentalism and Dabrowski's Positive Disintegration. The roots of the more holistic theory, Positive Disintegration, are traced back to traditional appreciations of life-death cycles to develop the broad context of dynamic forces within human development and, more specifically, the value issues indigenous to speaking of “higher” and “lower” levels of moral development. Rather than a strictly cognitive activity for solving moral dilemmas, high level morality is seen as a function of the total person, especially factors that constitute developmental potential. Higher morality is then not totally a gift but something chosen, striven for, and indeed the result of some kind of disintegration.
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Borland, James H. "Cognitive Controls, Cognitive Styles, and Divergent Production in Gifted Preadolescents." Journal for the Education of the Gifted 11, no. 4 (July 1988): 57–82. http://dx.doi.org/10.1177/016235328801100407.
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The concept of cognitive style is discussed as a means of shedding light on the nature of giftedness and explaining differences in performance among individuals equally high in measured intellectual ability. Particular attention is given to the cognitive-style theory derived from ego psychology that focuses on what is known as the “cognitive control,” a cognitive structure that mediates the expression of drives in light of conditions that obtain in the external world. A study is described in which six cognitive controls were isolated through factor analysis in a sample of 59 intermediate-grade gifted children. Three cognitive styles, each representing a cluster of cognitive controls, were defined by cluster analysis. The cognitive style labeled “strict percept-strict concept” was associated with greater facility in divergent thinking on two of three dependent variables. The findings are interpreted as lending support to attempts to explain giftedness through the use of qualitative or style constructs.
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Clark, Barbara. "Early Development of Cognitive Abilities and Giftedness." Journal of Children in Contemporary Society 18, no. 3-4 (December 17, 1986): 5–15. http://dx.doi.org/10.1300/j274v18n03_02.
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Shavinina, Larisa V., and Marina A. Kholodnaja. "The Cognitive Experience as a Psychological Basis of Intellectual Giftedness." Journal for the Education of the Gifted 20, no. 1 (October 1, 1996): 3–35. http://dx.doi.org/10.1177/016235329602000102.
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This paper argues that cognitive experience is a psychological basis of intellectual giftedness and a type of representation (i.e., how an individual sees, understands, and interprets what is going on in the surrounding reality) is a proto-phenomenon of intellectual life of a person. The essay critiques existing approaches in psychology of giftedness, introduces our own approach, and presents an exploratory experimental psychological study comparing “gifted” high school students with “average” high school students in physics and mathematics.
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Yanjshin, Pjotr. "The Structure of the Signs of Giftedness in a Sample of Secondary School Students." Social Phenomena 10, no. 2 (November 1, 2020): 23–33. http://dx.doi.org/10.47929/2305-7327_2020.02_23-33.
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The article deals with the theoretical task of testing the correctness of distinguishing creative giftedness as a special type of giftedness. As well as that, the presence of a correlation between the characteristic features of giftedness, on the one hand, and the signs of social psychological adaptation/maladaptation, on the other, is investigated on a sample of 583 secondary school students. The data was drawn from interviews with the teachers. A strong correlation was revealed between the instrumental factor of “Spontaneous Creative Activity” and the motivational factor of “Research Enthusiasm”, however the individuals who demonstrated these giftedness signs accounted for only 3.4% of the sample. An equally strong correlation was observed between the motivational factor "High Cognitive Motivation" and the instrumental factor "Efficiency and Depth of Knowledge Acquisition" which characterize "academic giftedness". The orthogonality of factors calls into question the possibility of deducing academic productivity and creativity from the same source. The factors of academic giftedness are positively associated with the adaptive characteristics of behavior in school environment. The factors of creative giftedness correlate negatively with adaptive behavioral traits.
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Palii, Anatolii. "Foundations of Diagnosing an Individual’s Intellectual and Creative Giftedness." Journal of Vasyl Stefanyk Precarpathian National University 1, no. 4 (December 22, 2014): 123–35. http://dx.doi.org/10.15330/jpnu.1.4.123-135.
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The article argues for the urgency of research on an individual’s intellectual and creativegiftedness and emphasizes the theoretical, psychological, pedagogic, and socio-economicsignificance of the problem. It is claimed that the psychological practices in education may result innegative consequences through lack of high validity methods of diagnosing mental (intellectualand creative) giftedness. The selection of relevant psychodiagnostic procedures and methods ofworking with gifted individuals must be determined by a psychologically substantiated systemictheory of giftedness which is based on contemporary ideas of uniqueness and originality of theabove-mentioned integral phenomena of the human psyche.The author provides a critical analysis of the psychometric (testometric) approach to diagnosingintellectual and creative giftedness (IQ index and creativity index). It is claimed that standardizedtests are a priori unfit to objectively measure either the actual or the potential mental giftedness ofan individual.The article explores the classifications of giftedness types in terms of quantitative criteria(indices), personality traits, occupations, motivation. The author questions the correctness ofpositing ‘creativity’ as an independent type of giftedness. It is argued that mental (intellectual andcreative) giftedness is an inseparable structural and functional unity, a systemic attribute of psycheand is revealed as talents, personality traits and metacognitive experience in various activities.The author argues for the cognitive style approach to diagnosing mental giftedness. It ishypothesized that it can serve as a theoretical foundation for developing a systemic technique ofdiagnosing general giftedness, complies with the main principles of humanizing the educationalspace in Ukraine and is truly child-oriented, i.e. considers every individual’s uniqueness andinimitability.
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Mazilov, V. A., and Iu N. Slepko. "Psychological Research of Giftedness: the Problem of Theory and Method." Sibirskiy Psikhologicheskiy Zhurnal, no. 79 (2021): 30–47. http://dx.doi.org/10.17223/17267080/79/3.
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This article analyzes the current research state on the problem of giftedness in psychology. The authors draw attention to the fact that the leading indicator of giftedness, confirming its phenomenological reality, is a person’s high achievements in various fields of life, such as educational and extracurricular activities, professional activities, etc. This indicator is considered in most modern studies as the basis to understand the sources of giftedness, the possibilities of managing the processes of its development and formation. In view of this prevailing approach to giftedness, three groups of studies currently dominate in psychology, and three fundamen-tally different positions on giftedness exist. In the first approach, giftedness comes down to the phenomenon of creativity or the creative abilities of a person; in the second, to the phenomenon of intelligence and the establishment of the IQ level and the development of individual intellectual abilities. The third approach is aimed at overcoming the reduction of the problem of giftedness to any one indicator and involves the inclusion of many variables (cognitive, personal, social, etc.) in the research plan. The authors argue that the applied approach to giftedness understanding is not constructive, since it does not answer the key questions about the sources of development and the formation of giftedness, its structure, its developing dynamics in the process of school and vocational training, and professional activi-ty. The idea is formulated that the weakness of modern approaches to the study of giftedness, models of its diagnosis is explained by the absence of the theory of giftedness, in which the connection between aptitudes and giftedness of a person is consistently revealed. It is argued that the theory of aptitude and giftedness by V.D. Shadrikov allows one to solve a number of methodological, theoretical and experimental problems in the study of giftedness. This is primarily ensured by establishing of a methodological connection between the theory of aptitude, which distinguishes different types of aptitude (individual aptitude, aptitude of the subject of activity, personality aptitude), and understanding of their systemic relationship, which ensures high and ultrahigh achievements of a person in different areas of life.
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Protas, Oksana. "Phenomenon of Giftedness in Psychological and Pedagogical Studies." Scientific bulletin of South Ukrainian National Pedagogical University named after K. D. Ushynsky 2020, no. 1 (130) (February 7, 2020): 57–65. http://dx.doi.org/10.24195/2617-6688-2020-1-8.
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As Ukraine aspired for European integration, it faced a demand to update its educational sphere to facilitate the development of children’s skills, creativity, scientific and research knowledge, to provide for their self-education, self-actualisation and self-perfection. A new Ukrainian school shall establish conditions for comprehensive personal development as the highest value of the society based on revealing and developing person's skills, gifts and talents. The purpose of the article is to summarise the results of scientific surveys on the issue of giftedness, to analyse its aspects and essence. The material was compiled by means of the method of theoretical analysis and systematisation of the scientific sources, which enabled us to form basic research terms and define the essence of giftedness in order to effectively conduct activities with gifted children. We have analysed the definitions of the phenomena “giftedness”, “talent”, “genius”, “abilities”, “potential” and “a gifted child” in the modern scientific literature. We have provided approaches to interpret the notion “giftedness” and define the phenomenon under focus. The concepts of giftedness examined by Ukrainian and foreign researchers have been considered. Based on the analysis of the definitions of the notion “giftedness”, we have distinguished its essential features. The summarising of the scientific research allowed us to detect the components of giftedness for its further diagnostics. They shall include intellectual and cognitive, motivation-related and person-centred as well as creative aspects. Having analysed and summarised the compiled material, we revealed the types of giftedness, categories of gifted children and their peculiarities. Revealing the essence of the phenomenon “giftedness”, its factors, structure, components, kinds and types alongside the main features of gifted children will allow improving the efficiency of specialists’ work with gifted children and developing the skills and talents of the latter in future.
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Willard-Holt, Colleen. "Academic and Personality Characteristics of Gifted Students with Cerebral Palsy: A Multiple Case Study." Exceptional Children 65, no. 1 (October 1998): 37–50. http://dx.doi.org/10.1177/001440299806500103.
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Using a qualitative cross-case methodology over 3 years, I investigated the ways in which gifted students with cerebral palsy and no speech indicated their cognitive abilities. Data collection methods included participant observation, interviewing document analysis, audiotaping, and videotaping, and data were analyzed using analytic induction, constant comparison, diagramming, and cross-case analysis. The participants demonstrated several academic characteristics of giftedness, some of which were modified by effects of the disability. Personality traits which often accompany giftedness were manifested: maturity, goal orientation, persistence/determination, and patience. Giftedness was also apparent in ways which were related to the disability: recognition of limitations at a mature level, desire for independence from human aides and technological devices, and use of the intellect to circumvent the disability.
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Donii, E. I., and N. B. Shumakova. "Comparative Analysis of Cognitive Characteristics of Young Adolescents with Artistic and Intellectual Giftedness." Psychological-Educational Studies 12, no. 3 (2020): 110–23. http://dx.doi.org/10.17759/psyedu.2020120307.
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The work is aimed at identifying specific manifestations of creativity and basic cognitive characteristics in young adolescents with artistic and intellectual giftedness. The relevance of the study is due to lack of study of the issue of cognitive manifestations of different types of giftedness in early adolescence, in which the issue of specialization of education is often resolved. The study involved 54 intellectually gifted adolescents (M = 11.4 years old) and 32 artistically gifted peers (M = 11.2 years old). The study used the following methods: a computerize d battery of test tasks for studying bas ic cognitive characteristics (“number sense”, visua l working memory and information processing speed), "Raven’s Progressive Matrixes”, “Verbally-figura l creativity test”, drawing tests of Urban and "Horizon Line ". The results confirm the hypothesis about the specificity of creativity in younger adolescents with different types of giftedness (intellectual and artistic). Intellectually gifted younger adolescents show higher rates of divergent verbal creativity compared to their artistically gifted peers; and artistically gifted younger adolescents surpass their intellectually gifted peers in terms of picturesque (figurative) creativity and are distinguished by their highquality originality, revealing a high emotional expressiveness and creative approach to the implementation of the plan. No statistically significant intergroup differences in the basic indicators of cognitive development and general intelligence were found, although artistically gifted adolescents better than their intellectually gifted peers compare asymmetrically expressed amounts (“number sense”), but they are inferior in terms of information processing speed.
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ZAIA, Priscila, Tatiana de Cássia NAKANO, and Evandro Morais PEIXOTO. "Scale for Identification of Characteristics of Giftedness: Internal structure analysis." Estudos de Psicologia (Campinas) 35, no. 1 (March 2018): 39–51. http://dx.doi.org/10.1590/1982-02752018000100005.
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Abstract Procedures used for identifying giftedness have been widely discussed in the literature. The present study aimed to investigate the evidence of validity based on the internal structure of a self-report scale to identify characteristics of giftedness. The sample consisted of 276 Elementary and Middle School students, aged between 9 and 12 years, and was 60.0% female. The instrument used was the first version of this scale, which was composed of 44 items related to the topic. Exploratory Factor Analysis was carried out, and the results revealed a two-factor solution, explaining 40.4% of the total variance. The first factor was denominated Socio-emotional Characteristics, and the second factor was denominated Cognitive Characteristics. The results corroborate the data in the scientific literature, which suggest that giftedness is a multidimensional construct that encompasses attributes that go beyond the intellectual scope.
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Acereda Extremiana, Amparo. "Intervención Educativa en la Superdotación Intelectual / Educational Interventions for Intellectual Giftedness." Revista Internacional de Educación y Aprendizaje 5, no. 2 (October 9, 2017): 85–95. http://dx.doi.org/10.37467/gka-revedu.v5.1528.
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RESUMENLos alumnos con superdotación y talento se caracterizan por ser distintos en sus capacidades y habilidades cognitivas, tanto en lo que tiene que ver con su desarrollo, como en lo referente a su plasmación. En este artículo vamos a analizar qué estrategias educativas son más adecuadas para estos fenómenos intelectuales específicos.ABSTRACTGifted students are known for being different in their cognitive skills and abilities, both in their development as well as in their application. This article analyzes appropriate educational strategies for this specific intellectual population.
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Zulpykharova, M. M., G. T. Sadvakas, and M. Zh Sultanbek. "THEORETICAL ASPECTS OF THE CONCEPT OF «ACADEMIC GIFTEDNESS»." BULLETIN Series of Pedagogical Sciences 68, no. 4 (December 30, 2020): 31–41. http://dx.doi.org/10.51889/2020-4.1728-5496.05.
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The article describes the genesis of the concept of «academic giftedness», features of its development. Philosophical categories of «academic giftedness»: intellect; act; ability; way of thoughts and praise; wisdom; differences in people; top ideas; monads; diads; triads of reasoning; creative activity; «vegetativeness»; «emotional»; «rational»; perfect happiness, dianoetic virtue; multiplicity (duality) of the thinker; internal development; generation dynamics; the scientific concepts of self-developing and atemporal existence are analyzed. There are also categories of psychological education: excellent mastery; ability to read; innate qualities; individual conglomerate of specific relationships; high intelligence; quick thinking; creativity; talent; the concepts of units (behavior) are described. The article states that the upper limit of intellectual cognitive development; deep knowledge; high level of activity aimed at achieving extraordinary results; special abilities for disciplines and activities; The concept of high propensity to understand the subject content is described education as a component of the content of «academic giftedness». The article analyzes the diagnostic work. The purpose, tasks of the experiment, the algorithm of its organization are offered. The experiment was carried out on the basis of the method of A.Savenkov «Giftedness Map» for students of «6B01301-primary education programs» The survey identifies student's «academic giftedness» in the fields of ICT, music, multilingualism, business innovation, and presents the results. Scientific and methodical recommendations are prepared.
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Park, Soo-Kyong, Kyung-Hee Park, and Ho-Seong Choe. "The Relationship Between Thinking Styles and Scientific Giftedness in Korea." Journal of Secondary Gifted Education 16, no. 2-3 (February 2005): 87–97. http://dx.doi.org/10.4219/jsge-2005-475.
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This study investigated the thinking styles of Korean gifted students in Korea and examined whether thinking styles based on the theory of mental self-government could predict scientific giftedness based on Korean people's implicit concepts. Participants were 179 students from the two science high schools and 176 students from the general high schools in Korea. Participants responded to the Thinking Styles Inventory (Sternberg & Wagner, 1992) and Scientific Giftedness Inventory (Shim & Kim, 2003). Results indicated that Korean gifted students had higher scores than nongifted students in all factors, including scientific accomplishment, leadership, creativity, morality, motivation, and cognitive experimentalism. In addition, Korean gifted students prefered the legislative, judicial, anarchic, global, external, and liberal styles, whereas Korean nongifted students prefered the executive, oligarchic, and conservative styles. Results from the stepwise multiple regression analysis procedures indicated that the subscales of thinking styles could be significant predictors of scientific giftedness.
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Paliy, Anatoliy. "Cognitive-Style Approach to Psychological Support of the Gifted Pupils Mountain Schools of the Ukrainian Carpathians." Journal of Vasyl Stefanyk Precarpathian National University 1, no. 2-3 (December 22, 2014): 181–87. http://dx.doi.org/10.15330/jpnu.1.2-3.181-187.
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The differential-cognitological point of view, giftedness is “a systemic quality of apersonality that develops throughout life and determines their abilities to achieve exceptionallyhigh results in one or more activities compared to those of other people”. Herewith, it is thefundamental concept of general aptitude, under which “the level of general abilities developmentthat determines the range of activities in which a person can achieve great success” is understood.Within the structure of general aptitude intellectual giftedness is singled out as the level ofdevelopment, as well as the type of organization of individual mental experience, which ensure anopportunity of creative intellectual activity, i. e. an activity, related to the creation of subjectivelyand objectively new ideas, to the use of innovative approaches to solving problems and opennessto controversial aspects of the situation and so on. In order to identify talented children and adultsthe value of intellectual quotient (IQ) is still most commonly used. Psychometric approach (themeasurement of psychic phenomena with the help of standardized IQ tests) to the diagnosis ofintellectual giftedness, which is dominant in psychological diagnostics today, by definition, cannot“measure” the phenomena of an individual psyche, since the modern level of psychological sciencedoes not allow to proceed to psychological diagnosis, let alone prediction of a certain person`sbehavior, on the basis of individual results in performing a psychological test (psychometric test ofintelligence, personality questionnaire, projective methods etc).In our opinion, many problems in psychological and pedagogical support of gifted childrencould be avoided by making use of cognitive-style approach to diagnosis of intellectual giftedness,creative abilities, propensities and peculiar mental traits of a separate individuality. Objectivity ofsuch an approach is corroborated by the results of individual cognitive styles (hereinafter CS)diagnostics, carried out by means of experimental techniques. In contrast to standardized tests,such techniques allow to perform diagnostic tests individually and reveal the peculiarities of thearrangement and functioning of an individual mind.Obviously, nowadays we are faced with the need for providing theoretical, methodological andempirical grounds for the development of a conceptual model that would consider giftedness as anintegral psychological system, all aspects of which could be understood in the context of agedynamics and mental experience of an individual. CS approach to interpreting and diagnosis ofgiftedness provides a reliable theoretical basis for working out a systematic methodology ofpsychological diagnostics of the general aptitude, as it meets the basic principles of humanizationof the educational environment in Ukraine. CS approach is child-centered, therefore, it brings infocus individual uniqueness and originality of each child.
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Ericsson, K. Anders, Kiruthiga Nandagopal, and Roy W. Roring. "Giftedness Viewed from the Expert-Performance Perspective." Journal for the Education of the Gifted 28, no. 3-4 (March 2005): 287–311. http://dx.doi.org/10.4219/jeg-2005-335.
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Traditional conceptions of giftedness assume that only talented individuals possess the necessary gifts required to reach the highest levels of performance. This article describes an alternative view that expert performance results from acquired cognitive and physiological adaptations due to extended deliberate practice. A review of evidence, such as historical increases in performance, the requirement of years of daily deliberate practice, and structural changes in the mediating mechanisms, questions the existence of individual differences that impose innate limits on performance attainable with deliberate practice. The proposed framework describes how the processes mediating normal development of ability and everyday skill acquisition differ from the extended acquisition of reproducibly superior (expert) performance and how perceived “giftedness” gives children access to superior training resources, resulting in developmental advantages.
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Sibaya, Patrick T., Mandla Hlongwane, and Nomahlubi Makunga. "Giftedness and Intelligence Assessment in a Third World Country: Constraints and Alternatives." Gifted Education International 11, no. 2 (January 1996): 107–13. http://dx.doi.org/10.1177/026142949601100208.
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This paper considers two issues namely: the limitations of assessment procedures in current use with black clients and how these procedures can be adapted and used effectively through the dynamic approach. This article expounds upon the application of Learning Potential Assessment Device (LPAD) for the assessment of giftedness, intelligence and other cognitive abilities. The LPAD is based upon the Feuerstein's theory of structural cognitive modifiability.
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Kalbfleisch, M. Layne. "Introduction to the Special Issue on the Cognitive Neuroscience of Giftedness." Roeper Review 30, no. 3 (July 16, 2008): 159–61. http://dx.doi.org/10.1080/02783190802199305.
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Geake, John G. "High Abilities at Fluid Analogizing: A Cognitive Neuroscience Construct of Giftedness." Roeper Review 30, no. 3 (July 16, 2008): 187–95. http://dx.doi.org/10.1080/02783190802201796.
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Kalbfleisch, M. Layne. "Introduction to the Cognitive Neuroscience of Giftedness Special Issue, Part 2." Roeper Review 30, no. 4 (October 14, 2008): 213. http://dx.doi.org/10.1080/02783190802363885.
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Ilaltdinova, E. Yu, and V. V. Kisova. "TEACHING TALENT AND TEACHING INTELLECT: THEORETICAL AND APPLIED APPROACHES DESIGN." Vestnik of Minin University 6, no. 4 (December 12, 2018): 9. http://dx.doi.org/10.26795/2307-1281-2018-6-4-9.
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Introduction: the article deals with current problems of teaching talent and teaching intelligence. A review of the main foreign psychological concepts of giftedness is presented (the concept of “intellectual threshold” is a triad concept of giftedness, a five-factor psychosocial model of giftedness, etc.), different approaches to understanding the structure of this phenomenon are analyzed. The theoretical concepts of giftedness of domestic researchers are discussed in the context of the psychology of intelligence and the psychology of creativity: the working concept of giftedness, the theory of intellectual giftedness, the dynamic theory of giftedness, etc.). The national concept of teaching talent of schoolchildren is analyzed from the point of view of the authors' understanding of the psychological content and dynamics of the development of teaching talent in the age aspect. Materials and methods: the main methods of the research are the analysis of the literature, formalization and modeling, psychological and pedagogical design of theoretical and applied approaches to the description of the phenomenons of teaching talent and teaching intelligence.Results: the author's understanding of teaching talent as a psychological prerequisite for the development of pedagogical abilities and teaching intelligence is proposed, its structure and content of its components are determined. The variable range of manifestations of universal structural components (creativity, activity, level of development of cognitive processes) and special structural components (pedagogical, communicative and organizational tendencies, artistry, speech abilities, empathy, interest in teaching activity) teaching talent are described. A brief overview of the key modern psychological theories of intelligence, including plural, emotional, creative, practical intelligence is given. Some domestic studies are analyzed, in particular the structural-dynamic theory of social intelligence. A teaching intelligence construct is introduced that meets the modern principles of scientific knowledge: inter-paradigm, the search for new generalizations based on the study of the history of the problem and the requirements of new approaches. The author's understanding of teaching intelligence as an integrative individual psychological personality characteristic is formulated. A five-factor structure of teaching intellect is presented, including cognitive intelligence, creative intelligence, practical intelligence, emotional and social intelligence.Discussion and Conclusions: the definition of theoretical and applied approaches to describing the phenomenons of teaching talent and teaching intelligence is the basis for developing the conceptual framework for identifying and accompanying pedagogically gifted youth. The prospect of the study is the development of instruments for diagnosing and monitoring the effectiveness of work on supporting pedagogically gifted young people at all stages of the life cycle of the teaching profession. The article is addressed to a wide range of specialists involved in the work of supporting gifted children and pedagogically gifted youth - schoolchildren, applicants, students and graduates of pedagogical universities.
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Mishkina, Marina. "Persistence of Choice as a Reflection of Social Giftedness." Social Phenomena 10, no. 2 (November 1, 2020): 54–61. http://dx.doi.org/10.47929/2305-7327_2020.02_54-61.
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The article raises the issue of social giftedness and outlines the necessity of the fundamental study of this phenomenon. The author suggests that social giftedness is reflected in the stability of socially oriented behavior and in more complex and diverse interest in one's own personality: in appreciation of one’s own uniqueness and in participation in a wide range of small and large social groups, where one expresses one’s involvement through personal concern for the groups. The object of the study is to identify the relationship between the stability of one’s choice for the benefit of the group and social giftedness. The proposed hypothesis states that socially gifted schoolchildren tend to make persistent socially oriented choices (with collectivistic cognitive orientation). The hypothesis was tested on a sample of third-graders by means of M. Kuhn and T. McPartland’s test "Who am I" and an experiment of collectivistic/individualistic choices relating to the presence of an authoritative figure. The study confirms that persistence of collectivistic choices is characteristic of socially gifted students.
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Belova, Elena. "The problem of self-perception in gifted children in the context of psychology of sustainable development." E3S Web of Conferences 295 (2021): 05008. http://dx.doi.org/10.1051/e3sconf/202129505008.
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The study of the sphere of self-awareness of a developing personality is one of the urgent tasks of the psychology of sustainable development. The article deals with the problem of self-perception of children in connection with the problem of giftedness. High creativity is understood as the basis of giftedness. The main attention is paid to preschool age as an important initial period in the formation of personality and the development of the abilities and talents of children. The results of an empirical study of the specificity of self-perception in children of 6-7 years old with signs of giftedness in comparison with their peers are presented. The features of the profiles “I-real” and “I-ideal” in preschoolers are described, taking into account the creative potential, gender. It is emphasized that the educational environment at the stage of preschool childhood should be built taking into account the development trends of modern children: understanding the specifics of not only the cognitive, but also the personal sphere of their development.
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Ismail, Md Jais, Azu Farhana Anuar, and Rorlinda Yusuf. "EXPLORING GIFTEDNESS: TRAITS OF COGNITIVE AND PRACTICAL SKILLS OF A GIFTED CHILD." International Journal of Education, Psychology and Counseling 5, no. 34 (March 15, 2020): 189–96. http://dx.doi.org/10.35631/ijepc.5340015.
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Previous studies reveal that there is at least 1 gifted child in 10,000 children. Managing these gifted children at home and schools is in fact a demanding task. Parents and teachers need to understand gifted children’s traits in order to cater to their learning needs. This study aims to explore the traits of the cognitive and practical skills of a gifted child through a case study. The respondent is a male child of Pusat GENIUS@pintar Negara, Malaysia, aged 13 years old who has passed the ‘gifted tests’ which are UKM1, UKM2, and UKM3. Data were collected through in-depth interviews, document analysis, and observations. The result shows that the gifted child possesses high ability in terms of cognitive and practical skills compared to his peers who are at the same age. In terms of cognitive skill, he could answer all questions correctly in a quiz conducted and obtained the highest marks in every examination including intelligence tests namely gifted tests. Whilst, for the practical skill he could master playing violin in a very short period of time even though he had never played one before. Additionally, for both skills, he has won a lot of gold medals at the international level. Thus, the researcher suggests a more comprehensive and acceleration learning should be adapted and allowed the gifted child to tailor his cognitive and emotional needs.
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Kalinina, L. Yu, D. V. Ivanov, and N. A. Nikitin. "IDENTIFICATION OF THE CHILDREN'S GIFTEDNESS PECULIARITIES BY MEANS OF CONTEMPORARY ART: THE “BIO-ART” METHOD." Izvestiya of the Samara Science Centre of the Russian Academy of Sciences. Social, Humanitarian, Medicobiological Sciences 23, no. 78 (2021): 28–37. http://dx.doi.org/10.37313/2413-9645-2021-23-78-28-37.
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The concept and content of the methodology for identifying the children aged 6-7 years peculiarities of giftedness by means of contemporary art are considered. The contradiction between the expediency of using the diagnostic potential of works of contemporary art in educational practice and the lack of approaches to equipping teachers with diagnostic tools, the materials of which are borrowed from actual artistic experiences, is highlighted. Taking into account the results of the study of contemporary works, the method of identifying the peculiarities of giftedness in children of the seventh year of life “Bio-Art” has been developed, which is economical and accessible to kindergarten and primary school teachers. The author's concept of “gifted behavior” occupies a central place in the conceptual foundations of the methodology, according to which the control function of the brain can be traced by the movements of the child in the process of performing creative tasks, including its result - an art product. The activity of children performing tasks is carried out according to the principle of rhizome, which is common in the works of contemporary authors, providing freedom of selfexpression, favorable for the manifestations of giftedness, integration of cognitive experience with play, various types of artistic activity, including the material of both contemporary art and mathematical, sports, linguistic objects that acquire artistic meaning. The prospects of introducing the research results into educational practice by increasing the level of teachers' knowledge about giftedness, diagnostic tools for identifying its features in children aged 6-7 years, contemporary art as a source of materials for studying giftedness are shown. The subject of the article - contemporary art as a as a meaningful basis for the peculiarities of children's giftedness identifying method. The main theme - the methodological aspects of the contemporary art use in the identification of older preschoolers and younger schoolchildren giftedness. The work Purpose - to develop a method that allows visualizing the relationship between the giftedness of a child of 6-7 years old with the peculiarities of brain development at this age in the process of performing creative tasks and using an art product. Methodology of the work: generalization of the scientific publications material, analysis of the contemporary art diagnostic capabilities in the field of the characteristics of students' giftedness identifying. Results: the concept and content of the methodology for identifying the peculiarities of children aged 6-7 years giftedness are developed on the basis of data on the diagnostic capabilities of non-classical works of art created at the end of the XX-first decades of the XXI century. Scope of results is the educational space of a kindergarten, school, extracurricular educational organizations and a pedagogical university. Conclusions. In the method of identifying the features of the 6-7-year-olds giftedness manifestations, it is advisable to use the material and methods of searching for new knowledge, tested by the authors of contemporary works, as a tool for establishing correspondences between the “gifted behavior” of a student in a multimodal educational environment and modern data on the morphofunctional development of children.
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Vandervert, Larry R. "Cognitive functions of the cerebellum explain how Ericsson's deliberate practice produces giftedness." High Ability Studies 18, no. 1 (June 2007): 89–92. http://dx.doi.org/10.1080/13598130701350940.
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Parker, James DA, Donald H. Saklofske, and Kateryna V. Keefer. "Giftedness and academic success in college and university." Gifted Education International 33, no. 2 (October 10, 2016): 183–94. http://dx.doi.org/10.1177/0261429416668872.
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Much of the work on predicting academic success in postsecondary education has focused on the impact of various cognitive abilities, although in recent years there has been increased attention to the role played by emotional and social competency (also called emotional intelligence (EI)). Previous work on the link between EI and giftedness is reviewed, particularly factors connected to the successful transition to postsecondary education. Data are presented from a sample of 171 exceptionally high-achieving secondary students (high school grade-point average of 90% or better) who completed a measure of trait EI at the start of postsecondary studies and who had their academic progress tracked over the next 6 years. High-achieving secondary students who completed an undergraduate degree scored significantly higher on a number of EI dimensions compared to the secondary students who dropped out. Results are discussed in the context of the importance of EI in the successful transition from secondary to postsecondary education.
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Sefer, Jasmina. "Approaches to giftedness and creativity in Slavic countries." Zbornik Instituta za pedagoska istrazivanja 38, no. 1 (2006): 60–77. http://dx.doi.org/10.2298/zipi0601060s.
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The paper deals with various conceptions of giftedness and creativity developed in psycho-pedagogical theoretical and research framework of Slavic countries, mainly Russia. Specific characteristics of such theories are discussed, testifying to a particular thinking paradigm - holistic, systemic contextual/cultural approach to understanding the formation and development of personality and its potential - giftedness and creativity. Special emphasis on unstructured situations, the role of emotions and intuition together with considerable contribution of capability, knowledge and meta-cognitive processes, reveals Slavic orientation towards an irrational component in understanding the essence of a creative act. Emphasis on the cultural-historic developmental context, manifested in an aptitude development through the interaction of bio-psychological resources and a social environment, represents an expression of a collectivistic-oriented human studies and contextual approach, even in the field of psycho-physiological research. The domination of qualitative methodology oriented towards understanding and encouraging giftedness and creativity through experimentation in natural sciences (as opposed to the identification of individual differences through quantitative, statistic-based testing methodology applied in the West), indicates a tendency towards theory and systemic analyses of elements? interaction processes. Cultural and spiritual foundations of the scientific paradigm in Slavic countries will be discussed in this journal one some other occasion.
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Kohan-Mass, Judith, and Liraz Tal. "Differences in self-efficacy beliefs between girls in the top 1.5% and the top 3% in general cognitive ability who participate in gifted programs." Gifted Education International 35, no. 1 (January 29, 2018): 20–36. http://dx.doi.org/10.1177/0261429417753130.
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In order to reach gender equity in the gifted population, an affirmative action policy was instituted in Israel to increase the number of girls identified as gifted. The purpose of this study was to compare the self-efficacy beliefs of girls in the top 1.5% (gifted girls (GG)) with those of girls in the top 3% (GG in affirmative action). It was found that girls in the top 3% have higher social and mathematical self-efficacy beliefs than girls in the top 1.5% do. The findings support the literature regarding the level of giftedness as a risk factor for the social adjustment of GG. The surprising finding in the mathematical field is explained by a stronger conflict that exists among GG concerning excellence in a traditional male field. The current study contributes new insights into the emotional aspects accompanying giftedness.
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Seidel, Gundula, Werner Krause, Bärbel Schack, Frank Heinrich, Ursula Krause, Torsten Wüstenberg, Kirsten Jordan, et al. "Entropy reduction and mathematical giftedness: A microstate study of EEG oscillations." NeuroImage 13, no. 6 (June 2001): 474. http://dx.doi.org/10.1016/s1053-8119(01)91817-8.
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Borovskikh, Tatiana Anatolyevna, Slavyana Rostislavovna Bakhareva, and Irina Alekseevna Feshchenko. "Reflexive monitoring of parameters of the development of logical operations as the basis for the individualization of learning." SHS Web of Conferences 117 (2021): 04001. http://dx.doi.org/10.1051/shsconf/202111704001.
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The prerequisite for the present study is the lack of instruments ensuring timely identification and development of school students’ giftedness in natural science disciplines in the arsenal of a modern teacher. A system of creative tasks integrated into the process of studying chemistry and biology can largely contribute to the development of subject-related knowledge and creative thinking. However, the integration of creative tasks in the educational process should be preceded by purposeful formation and monitoring of the development of a set of reproductive intellectual skills. The main goal of the study is to develop a method for the identification and development of students’ abilities including giftedness in chemistry and biology, as well as to study the opportunities for creating individual learning trajectories in natural science disciplines. The study is based on the hypothesis that the development of an individual trajectory in studying chemistry and biology will contribute to the development of individuality and the creative abilities of students. The main method used in the study is determining the speed of completion of logical operations in the process of solving cognitive tasks. Assessment of the speed of completion of logical operations allows determining, among other things, the ability for mastering natural science disciplines and a child’s giftedness in this educational sphere. A system of tasks and exercises in chemistry and biology providing for the study of the speed of development of reproductive and creative thinking and allowing real-time monitoring of the effectiveness of the educational process for its timely correction is developed for the first time. The results of the study of the speed of completion of logical operations by a student in the process of solving cognitive tasks presented graphically form the basis for the development of an individual program of development of intellectual and creative abilities of a child.
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Leikin, Roza, Nurit Paz-Baruch, and Mark Leikin. "Cognitive Characteristics of Students with Superior Performance in Mathematics." Journal of Individual Differences 35, no. 3 (September 1, 2014): 119–29. http://dx.doi.org/10.1027/1614-0001/a000140.
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Super-gifted individuals are considered to be very rare. This paper addresses one part of a larger body of research aimed at characterization of super-giftedness in mathematics. The research population consists of three groups of students who excel in mathematics: Super-gifted in mathematics (S-MG), generally gifted students who excel in school mathematics (G-EM) and students who excel in school mathematics but are not identified as generally gifted (NG-EM). Fifty-six male students who comprised these groups performed a battery of cognitive tests: memory, speed of information processing, visual perception, and attention. We found that the between-group differences are task depended and that S-MG students can be characterized by superior performance on Working Memory test (WM – span, WM – total score) and the accuracy of Pattern-recognition, which was an indicator of visual perception.
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Sweeney, Nancy Symmes. "The Age Position Effect: School Entrance Age, Giftedness, and Underachievement." Journal for the Education of the Gifted 18, no. 2 (April 1995): 171–88. http://dx.doi.org/10.1177/016235329501800205.
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This article examines the age position debate concerning the school performance of intellectually gifted students who have started school on time (as opposed to early or delayed entrants). All students in this study (grades 2–8) had obtained a minimum score of 129 on the Cognitive Abilities Test (Thorndike & Hagan, 1986). Dependent measures included performance on the Iowa Tests of Basic Skills (Hieronymous, Hoover, & Linquest, 1986), teacher checklists of classroom behavior and handwriting skill. Data were obtained for two groups: older students (with birthdates in the four months immediately following the legal cutoff school entrance date) and younger students (with birthdates in the four months immediately preceding that date). Data analysis (ANOVA) did reveal a significant but nonmeaningful difference between older and younger groups in academic achievement and no significant differences in classroom behavior or visual-motor skill, thus refuting findings of earlier studies on this issue.
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Andronaco, Julie A., Rosalyn Shute, and Angus McLachlan. "Exploring Asynchrony as a Theoretical Framework for Understanding Giftedness: A Case of Cognitive Dissonance?" Roeper Review 36, no. 4 (September 17, 2014): 264–72. http://dx.doi.org/10.1080/02783193.2014.945218.
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Baranovska, Iryna, Anastasia Chernyatinska, and Svitlana Pokhyla. "INNOVATIVE APPROACHES FOR THE DEVELOPMENT OF CREATIVITY OF CHILDREN IN EDUCATIONAL SCHOOLS OF EDUCATION." Educological discourse, no. 3-4 (2019): 206–19. http://dx.doi.org/10.28925/2312-5829.2019.3-4.206219.
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Text of the abstract. The article reveals the problems of development of children's creative talent in out-of-school educational institutions. It has been determined that gifted children (children with special educational problems) are the most vulnerable in society in the modern educational space. They require special attention from teachers, parents, psychologists and doctors in the process of education, training, adaptation, socialization and personality realization in a fast changing world. The uniqueness of the concept of "creative talent" of the child is proved. The work of scientists is analyzed, components and indices of child giftedness are studied. Indicators of giftedness are abilities (intellectual, artistic, musical, choreographic, artistic, technical, sports) to a certain type of activity. Creative abilities form the basis of the development of creative talent of the child. Out-of-school educational institutions in Ukraine have long-standing traditions of teaching and upbringing students according to their interests, preferences, and individual abilities. The principles of their activities allow taking into account the individual characteristics of each child. The multifaceted system of interrelated pedagogical techniques and technologies enables a wide range of content, forms and means of teaching students, provides an alternative to meeting the spiritual needs of the child, her interests, cognitive and intellectual opportunities based on the differentiation and individualization of the educational process. The reseаrch is based on the example of the work of the Vinnytsia regional station of young naturalists. Researchers need further attention to identify early gifted preschoolers, ensuring the continuity of the development of giftedness of children of preschool and primary school age.
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Palaniappan, Ananda Kumar. "A Preliminary Study of the Bilingual Version of Khatena-Morse Multitalent Perception Inventory." Perceptual and Motor Skills 78, no. 3 (June 1994): 784–86. http://dx.doi.org/10.1177/003151259407800320.
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A bilingual version of the Khatena-Morse Multitalent Perception Inventory was designed to measure multitalent perception among Malaysian students. Forms A and B, each of 50 items, require the respondents to choose one of two alternatives. Test-retest reliability and criterion validity indexes for the Malaysian bilingual version suggested that it is suitable for assessing the multitalent perception as well as giftedness in various areas of talent. Replication with other groups is recommended.
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Kirschenbaum, Robert. "Methods for Identifying the Gifted and Talented American Indian Student." Journal for the Education of the Gifted 11, no. 3 (April 1988): 53–63. http://dx.doi.org/10.1177/016235328801100305.
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The American Indian student is underrepresented in programs for the gifted and talented, particularly in nonreservation schools. With reference to the research of cognitive psychologists, definitions of giftedness and talent are formulated that apply to all cultural groups. The relationship between these “generic” definitions and definitions that are specific to the Indian cultures that have been studied is explained. Special considerations need to be kept in mind when trying to locate gifted and talented Indian students through the use of standardized tests. A number of methods for identifying these students are discussed.
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Renzulli, Joseph S. "Expanding the Conception of Giftedness to Include Co-Cognitive Traits and to Promote Social Capital." Phi Delta Kappan 84, no. 1 (September 2002): 33–58. http://dx.doi.org/10.1177/003172170208400109.
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Shin, Min, and Doehee Ahn. "Development and Validation of ‘Co-cognitive for the Giftedness’ Scale based on Renzulli’s Houndstooth Theory." Journal of Gifted/Talented Education 28, no. 1 (March 31, 2018): 133–62. http://dx.doi.org/10.9722/jgte.2018.28.1.133.
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Demchenko, Olena, Inna Stakhova, Maryna Davydova, Iryna Larina, Yulia Lymar, and Svitlana Strilets. "PREPARATION OF FUTURE TEACHERS FOR THE DEVELOPMENT OF GIFTEDNESS OF PRESCHOOL AND PRIMARY SCHOOL CHILDREN BY MEANS OF DRAMATIZATION." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 28, 2021): 165–77. http://dx.doi.org/10.17770/sie2021vol2.6301.
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The necessity and main directions of preparation of future teachers for work with gifted children of preschool and primary school age are shown. The author's definition and structure of readiness of future educators to work with gifted children are presented. The signs of giftedness are analyzed and the characteristics of different types of giftedness are presented. The importance of identifying talented individuals in an educational institution and creating a developmental environment for the development of their abilities and creative self-realization is substantiated. The importance of theatrical activity for the development of general and special abilities, creativity, talent and the formation of non-cognitive qualities of preschool and primary school children is shown. The results of diagnostics of awareness of future teachers with the theoretical and methodological principles of using theatrical activities as a means of developing children's talents are presented. The main directions of training future teachers in the educational process of higher education institutions, aimed at mastering students' special knowledge, development of professional qualities, skills and abilities necessary for the use of dramatization in working with different categories of potentially gifted children.
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Dalia, Nasvytienė, and Brandišauskienė Agnė. "The empirical validation of cognitive domain characteristics in the gifted screening checklist." Gifted Education International 29, no. 2 (April 30, 2012): 199–210. http://dx.doi.org/10.1177/0261429411435107.
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The identification of gifted children is an interactive procedure consisting of two consecutive steps – screening for above-average cognitive abilities, followed by their monitoring. Teacher nomination is among the most widely used methods of screening. However, it is not free from bias. The analysis of screening criteria is of prime importance for gifted education. The aim of our study was to assess the criterion-related validity of the checklist for outstanding cognitive characteristics suggested by Clark (2008). Eighty-three teachers screened for giftedness 1230 children in 6- to 9-grades. Twenty-one of them nominated as gifted by the concordant opinion of three teachers were confirmed to be gifted by the scores of Wechsler Intelligence Scale for Children – IIILT (≥ 2 standard deviations above average intelligence). Results confirm the predictive power of the checklist. Mostly non-significant correlations with achievement outcomes indicate these children to be “underachievers”. Confirmatory factor analysis indicated the two factors (verbal and non-verbal) underlying the cognitive performance of gifted children.
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N.B., Shumakova, and Belova E.S. "EDUCATIONAL MICROENVIRONMENT AS A CONDITION FOR THE GIFTEDNESS DEVELOPMENT IN SENIOR PRESCHOOL AGE." “Educational bulletin “Consciousness” 23, no. 1 (January 31, 2021): 4–11. http://dx.doi.org/10.26787/nydha-2686-6846-2021-23-1-4-11.
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The article is devoted to the problem of conditions for the development of gifted children in kindergarten. The main attention is paid to the peculiarities of the modern educational microenvironment that contributes to the development of gifted older preschoolers. The article presents the results of a study in which 113 children of 6-7 years old with high intellectual abilities took part. Children attended preparatory groups for kindergartens with different microenvironments. A comparative analysis of the developmental features of extraordinary preschoolers was carried out in an enriched educational microenvironment (40 children) and in a typical microenvironment (73 children). The assessment of intellectual development was carried out using the methodology for diagnosing intellectual abilities of MEDIA, intellectual and creative activity - using a diagnostic game lesson. As a result of univariate analysis of variance, it was found that the educational microenvironment, which allows an intellectually gifted preschooler to realize his need for exploring the world and show his creative abilities, makes a significant contribution to the development of his cognitive initiative and intellectual and creative activity (10.6% of the variance of this indicator at p <0.000), thereby contributing to the favorable development of the potential of children's giftedness. It is shown that the features of the content of education (interdisciplinary nature, cognitive complexity and variety of topics), the dominance of research and creative activity, the relationship of cooperation, the encouragement of creative activity and independent search are specific characteristics of the developing educational microenvironment for gifted preschoolers. It is substantiated that the creation of a developing educational microenvironment for gifted preschoolers is impossible without special training of educators aimed at teaching them to accept and appreciate the uniqueness of the child, to help him interact with other children, to discover his hobbies and to explore the world.
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Tolan, Stephanie S. "The value and importance of mindfulness for the highly to profoundly gifted child." Gifted Education International 34, no. 2 (July 27, 2017): 193–202. http://dx.doi.org/10.1177/0261429417716348.
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This article discusses giftedness from the inside out, focusing on what the differences mean to the gifted child’s experience of life—the effects both their intensity and their cognitive abilities have on their inner experience and awareness. Mindfulness is especially valuable and important for the profoundly gifted child. Two programs that use mindfulness techniques (Yunasa, a summer camp for highly gifted children, and the Holistic Life program in a public elementary school in Baltimore) are discussed. Mindfulness helps to bring all the pieces of gifted children into contact and congruity with each other and helps to make them more whole.
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Okasha, Mahmoud Fathy, and Amany Farahat Abdalmageed. "Effectiveness of a Model Based on the Developmental Cognitive Theory of Giftedness in Identifying Gifted Students." International Journal for Talent Development 10, no. 19 (December 26, 2019): 135–64. http://dx.doi.org/10.20428/ijtd.10.19.7.
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Demchenko, Olena, and Mykhaslo Vatsyo. "COGNITIVE-SYNCRETIC COMPONENT IN THE TRAINING OF FUTURE EDUCATORS TO THE DEVELOPMENT OF CHILDREN'S SOCIAL GIFTEDNESS." Pedagogical Education: Theory and Practice 1, no. 26 (April 26, 2019): 64–70. http://dx.doi.org/10.32626/2309-9763.2019-26-1.64-70.
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Song, Kwang-Han. "How Does Giftedness Coexist with Autistic Spectrum Disorders (ASD)? Understanding the Cognitive Mechanism of Gifted ASD." Journal of Gifted/Talented Education 21, no. 3 (September 30, 2011): 595–610. http://dx.doi.org/10.9722/jgte.2011.21.3.595.
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