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Journal articles on the topic 'Intellectually gifted'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 January 2023

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1

Pethö, Tatiana. "Types of Overexcitability in Intellectually Gifted Adolescent Students in Slovakia." Drustvena istrazivanja 31, no. 1 (2022): 1–17. http://dx.doi.org/10.5559/di.31.1.01.

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The aim of the study was the comparison of intellectually gifted secondary grammar school students with students from the average population of secondary grammar school students, in the level of overexcitability and prediction of intellectual giftedness through the various types of overexcitability. The research sample consisted of 88 secondary grammar school students aged 16-17 years. The target group, who were identified as intellectually gifted students, consisted of 44 students, whereas the control group consisted of 44 students from an average population of secondary grammar school studen

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2

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 s

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Shumakova, N. B. "Social Situation of Developement as one of the Basic Conditions of Children's Creative Strategies Formation." Psychological-Educational Studies 11, no. 1 (2019): 57–69. http://dx.doi.org/10.17759/psyedu.2019110105.

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Article is devoted to a study of cognitive activity and creativity of junior schoolchildren with the high intellectual abilities. The paper presents the results of an empirical study of the special features of cognitive activity and creativity of junior schoolchildren with the high intellectual abilities, who are trained in the different educational environment (standard and innovation, enrichment). The hypothesis tested was that the intensity, cognitive level (depth) and latitude of the manifestation of the cognitive activity of the intellectually gifted junior schoolchildren were connected w

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Duan, Xiaoju, Zhou Dan, and Jiannong Shi. "The Speed of Information Processing of 9- to 13-Year-Old Intellectually Gifted Children." Psychological Reports 112, no. 1 (2013): 20–32. http://dx.doi.org/10.2466/04.10.49.pr0.112.1.20-32.

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In general, intellectually gifted children perform better than non-gifted children across many domains. The present validation study investigated the speed with which intellectually gifted children process information. 184 children, ages 9 to 13 years old (91 gifted, M age = 10.9 yr., SD = 1.8; 93 non-gifted children, M age = 11.0 yr., SD = 1.7) were tested individually on three information processing tasks: an inspection time task, a choice reaction time task, an abstract matching task. Intellectually gifted children outperformed their non-gifted peers on all three tasks obtaining shorter rea

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5

Šimelionienė, A., and G. Gintilienė. "INTELEKTUALIAI GABIŲ 16–18 METŲ MOKINIŲ INTELEKTO STRUKTŪRA." Psichologija 44 (January 1, 2011): 42–56. http://dx.doi.org/10.15388/psichol.2011.44.2549.

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Straipsnyje analizuojami intelektualiai gabių 16–18 m. mokinių (n = 29) intelektiniai gebėjimai, tirti Intelekto struktūros testu (I-S-T 2000 R) (Amthauer ir kt., 2007): fluidinis ir kristalizuotas intelektas, verbaliniai, matematiniai ir vizualieji gebėjimai bei įvairių sričių žinios, pateiktos verbaline, vizualiąja ir skaitmenine forma. Remiantis tyrimo rezultatais, tirtai intelektualiai gabių mokinių imčiai nustatytas statistiškai reikšmingas fluidinio (Gf) ir kristalizuoto (Gc) intelekto rodiklių, kai Gf > Gc, ir matematinių (M) ir verbalinių gebėjimų (Vb), kai M > Vb, skirtumas. Int

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6

Smith, Allen. "Educating the Intellectually Gifted." Clearing House: A Journal of Educational Strategies, Issues and Ideas 58, no. 5 (1985): 220–21. http://dx.doi.org/10.1080/00098655.1985.9955543.

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7

Jung, Jae Yup. "Occupational/Career Decision-Making Thought Processes of Adolescents of High Intellectual Ability." Journal for the Education of the Gifted 40, no. 1 (2017): 50–78. http://dx.doi.org/10.1177/0162353217690040.

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Three competing models of the career decision-making thought processes of adolescents of high intellectual ability were tested in this study. Survey data were collected from 664 intellectually gifted Australian adolescents and analyzed using structural equation modeling procedures. The finally accepted, optimal model suggested that, regardless of cultural orientation, highly able adolescents may place importance on whether a future career will be interesting or enjoyable, which is a probable predictor of their attitudes toward careers and their eventual intentions to pursue particular careers.

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8

Wright, Barry. "Recognising the Gifted Child." Aboriginal Child at School 14, no. 2 (1986): 26–30. http://dx.doi.org/10.1017/s0310582200014255.

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Amongst all populations there is a normal distribution of physical and mental characteristics. It follows then that in the Aboriginal population there will be the same proportion of children who vary from the intellectual norm as in any other surveyed group. For educators one such cohort which is often ignored is that which we might like to call the intellectually gifted or, individually, the gifted child.

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9

Otero Rodríguez, Aroa, Miguel Adriano Sánchez-Lastra, José Carlos Diz, and Carlos Ayán. "Do Intellectually Gifted Children Show Similar Physical Habits, Physical Fitness Levels and Self-Perceived Body Image Than Typically Developed Children?" Children 9, no. 5 (2022): 718. http://dx.doi.org/10.3390/children9050718.

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Scientific evidence regarding whether intellectually gifted children show similar physical activity habits and physical fitness levels in comparison to typically developed children, is inconclusive. This is in part due to the scant research that has directly compared both groups of people. In this study, physical activity prevalence, self-perceived and objectively assessed physical fitness levels, and body image were assessed in a sample of 74 intellectually gifted children (mean age 11.6 ± 1.2 years). Seventy-four non-gifted children matched by age and sex were selected as a comparison cohort

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10

Ostatnikova, Daniela, Jolana Laznibatova, Zdenek Putz, Anna Mataseje, Monika Dohnanyiova, and Karol Pastor. "Salivary Testosterone Levels in Intellectually Gifted and Non-Intellectually Gifted Preadolescents: An exploratory study." High Ability Studies 11, no. 1 (2000): 41–54. http://dx.doi.org/10.1080/713669174.

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11

Yates, Cheryl M., Virginia W. Berninger, and Robert D. Abbott. "Specific Writing Disabilities in Intellectually Gifted Children." Journal for the Education of the Gifted 18, no. 2 (1995): 131–55. http://dx.doi.org/10.1177/016235329501800203.

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To determine whether some gifted children may have specific writing disabilities, we compared 10 gifted and 10 average children in grades 1 through 6 (N = 120). The primary question addressed was whether gifted writers exhibit more advanced skills than their average-IQ peers in both higher level cognitive writing processes (as manifested in quality of text generation) and lower level writing processes (as manifested in transcription), or solely at one of those levels. Results supported our hypothesis that gifted and average children differ in higher level cognitive processes but not in lower l

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12

Albaili, Mohamed A. "MOTIVATIONAL GOAL ORIENTATIONS OF INTELLECTUALLY GIFTED ACHIEVING AND UNDERACHIEVING STUDENTS IN THE UNITED ARAB EMIRATES." Social Behavior and Personality: an international journal 31, no. 2 (2003): 107–20. http://dx.doi.org/10.2224/sbp.2003.31.2.107.

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The purpose of this study was to investigate the differences between intellectually gifted achieving and underachieving secondary school students on certain motivational goal orientations such as effort, task, competition, power, praise, feedback, token, social concern, and social dependency. A total of 144 selected United Arab Emirates secondary school male students (15-19 years of age) participated in the investigation. Participants were classified into the following two intellectually gifted groups: achieving students (n= 98) and underachieving students (n= 46). The Inventory of School Moti

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13

Jung, Jae Yup, and Marie Young. "The Occupational/Career Decision-Making Processes of Intellectually Gifted Adolescents From Economically Disadvantaged Backgrounds: A Mixed Methods Perspective." Gifted Child Quarterly 63, no. 1 (2018): 36–57. http://dx.doi.org/10.1177/0016986218804575.

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This mixed methods study investigated the occupational/career decision-making processes of intellectually gifted adolescents from economically disadvantaged backgrounds. In the first phase, interview data from 26 Australian adolescents, who were simultaneously intellectually gifted and of low socioeconomic status background, were analyzed using grounded theory to develop four models of occupational/career decision-making processes. In the second phase, a model that incorporated all of the constructs and relationships identified in each of the four models developed in the first phase of the stu

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14

Duan, Xiaoju, and Jiannong Shi. "Attentional Switching in Intellectually Gifted and Average Children: Effects on Performance and ERP." Psychological Reports 114, no. 2 (2014): 597–607. http://dx.doi.org/10.2466/04.10.pr0.114k21w8.

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The study compared the performance and brain activity of children who were intellectually gifted or of average intelligence. 13 intellectually gifted (4 girls, 9 boys; M age = 12.0 yr., SD = 0.2) and 13 average children (5 girls, 8 boys; M age = 11.9 yr., SD = 0.3) participated in a task-switching experiment. The children performed a task repeatedly (single-trial blocks) or switched between two different tasks (mixed-trial blocks). Intellectually gifted children performed quicker than the average group for both mixed and single-trial blocks. The electroencephalography P300 amplitude was larger

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15

Fabik, Dušan. "PREFERRED VALUES OF INTELLECTUALLY GIFT STUDENTS." Slavonic Pedagogical Studies Journal 11, no. 2 (2022): 281–90. http://dx.doi.org/10.18355/pg.2022.11.2.9.

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The publication analyzes research and studies on the preferred values of intellectually gifted students. Considering the obtained data, it defines four values, more significantly represented in gifted students than in children from the general population. The first value described concerns the aspect of justice. Gifted students show greater sensitivity in matters of justice and a higher level of moral judgment. The following one describes the value of the family and social relationships, whose preference stems from a quality parental relationship and supportive family background. The third are

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16

Bakaeva, Irina, and Lyudmila Valuiskaya. "Features of school-based anxiety of intellectually gifted adolescents in the modern educational system." SHS Web of Conferences 70 (2019): 08004. http://dx.doi.org/10.1051/shsconf/20197008004.

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The article analyses the concept “school-based anxiety” in terms of current trends and innovations in education. It describes the study of school-based anxiety of intellectually gifted school children. We revealed the prevalence of personal, situational and other types of school-based anxiety in gifted adolescents. Increased personal, situational and school-based anxiety is associated with high cognitive motivation and motivation to achieve. A high degree of awareness and reflexivity of senior pupils make the educational sphere significant (super-significant) for gifted children. The disharmon

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17

Гребенникова, Вероника Михайловна, and Виктория Николаевна Емельяненко. "INFLUENCE OF PERFECTIONISM OF INTELLECTUALLY GIFTED ADOLESCENTS ON THE PECULIARITIES OF THEIR INTERACTION WITH SUBJECTS IN THE EDUCATIONAL PROCESS." Вестник Адыгейского государственного университета, серия «Педагогика и психология», no. 3(303) (November 7, 2022): 15–26. http://dx.doi.org/10.53598/2410-3004-2022-3-303-15-26.

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Статья посвящена проблеме социального воспитания интеллектуально одаренных подростков. В качестве фактора, обусловливающего особенности их социального развития, авторы рассматривают перфекционизм интеллектуально одаренных подростков, их стремление к совершенству и к высоким достижениям. Представлены результаты эмпирического исследования, ориентированного на выявление особенностей влияния разных типов перфекционизма на характер взаимодействия интеллектуально одаренных подростков с субъектами образовательного процесса: с учителями, родителями, сверстниками (одноклассниками). В исследовании приня

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18

Rader, Stephen M. "A Comparison of Characteristics of Intellectually Gifted and Non-Intellectually Gifted Adolescents and Young Adults Participating in Theatre Arts Programs." Gifted Education International 9, no. 2 (1993): 97–104. http://dx.doi.org/10.1177/026142949300900207.

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Since 1960, researchers and theoreticians have devoted a great deal of attention to the concept of creativity. They have developed profiles describing the characteristics of highly creative persons and proposed many programs intended to enhance creative expression. They have, however, neither examined nor discussed the characteristics of individuals who are both highly creative and intellectually gifted, and they have not often provided precise descriptions of those qualities as they are manifested in specific fields. This paper is a comparison of the characteristics of highly creative, intell

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19

Laznibatová, Jolana, Dušan Fábik, Ivan Belica, and Mária Balážová. "Coping Strategies of Intellectually Gifted and Common Adolescents Attending Grammar School in the Context of the Personality Dimensions Structure." Psychology and Pathopsychology of Child 52, no. 1 (2018): 24–35. http://dx.doi.org/10.2478/papd-2018-0003.

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Abstract Introduction: The aim of the present research was to find out the frequency of use of particular coping strategies by intellectually gifted and common adolescents and to evaluate this frequency in the context of the personality structure. Methods: The sample consisted of 253 pupils attending grammar schools in Bratislava from 14 to 18 years of age. According to own criteria, 85 of them were identified as exceptionally intellectually gifted. They included those who scored 120 and more at least in 2 from 3 subtests IST-R-2000 (Words, Numerical Scale, Cubes), or who had an average score

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20

Dijkstra, Pieternel, Dick P. H. Barelds, Hinke A. K. Groothof, Sieuwke Ronner, and Arnolda P. Nauta. "Partner Preferences of the Intellectually Gifted." Marriage & Family Review 48, no. 1 (2012): 96–108. http://dx.doi.org/10.1080/01494929.2011.628779.

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21

Chamrad, Diana L., and Nancy M. Robinson. "Parenting the Intellectually Gifted Preschool Child." Topics in Early Childhood Special Education 6, no. 1 (1986): 74–87. http://dx.doi.org/10.1177/027112148600600110.

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22

Kerr, Barbara, and Sandro Sodano. "Career Assessment with Intellectually Gifted Students." Journal of Career Assessment 11, no. 2 (2003): 168–86. http://dx.doi.org/10.1177/1069072703011002004.

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23

Wendorf, Donald J., and Joseph Frey. "Family therapy with the intellectually gifted." American Journal of Family Therapy 13, no. 1 (1985): 31–38. http://dx.doi.org/10.1080/01926188508250208.

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24

Zhang, Huan, Xingli Zhang, Yunfeng He, and Jiannong Shi. "Clustering Strategy in Intellectually Gifted Children." Gifted Child Quarterly 61, no. 2 (2017): 133–42. http://dx.doi.org/10.1177/0016986216687825.

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25

Ball, Christopher, Leon Mann, and Cecily Stamm. "Decision-making abilities of intellectually gifted and non-gifted children." Australian Journal of Psychology 46, no. 1 (1994): 13–20. http://dx.doi.org/10.1080/00049539408259464.

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26

Karnes, Frances A., and James E. Whorton. "Comparison of School Attitudes for Students Intellectually Gifted and Outstanding in Fine and Performng Arts in Grades 4 to 6." Psychological Reports 61, no. 2 (1987): 587–90. http://dx.doi.org/10.2466/pr0.1987.61.2.587.

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The School Attitude Measure was administered to 104 intellectually gifted and talented students in Grades 4 through 6. With only three exceptions, each percentile score was above the 50th percentile. Results suggest a positive relationship between cognitive ability and attitudes toward school which is weaker for the talented group than for the intellectually gifted.

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27

Shcheblanova, E. I., and S. O. Petrova. "Modern Foreign Researches of Anxiety in Intellectually Gifted School Children." Современная зарубежная психология 10, no. 4 (2021): 97–106. http://dx.doi.org/10.17759/jmfp.2021100409.

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The article analyzes the foreign publications for the last five years on the research of anxiety, its different types and their relationship with cognitive abilities, academic achievements, emotional and social development of schoolchildren. The main attention is paid to studies of the anxiety in intellectually gifted children as well as the contradictions in ideas about giftedness as a special vulnerability to problems or as a resource for their successful overcoming. These contradictions emerge mainly due to differences in the definitions of giftedness and gifted children. It is shown that i

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Gudzovskaya, Alla A. "Social and personal identity of gifted primary schoolchildren." Vestnik of Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics 26, no. 4 (2021): 92–97. http://dx.doi.org/10.34216/2073-1426-2020-26-4-92-97.

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Education in a specialised class is considered as a social factor influencing the identity of intellectually and academically gifted primary school children. An analysis of the empirical results of the study of social and personal identity of intellectually and academically gifted third-formers studying in a specialised class is given. The identity of gifted pupils is multilevel, multicomponent, in terms of differentiation, it is ahead of the development of the identity of their peers. Most gifted children in a specialised class are satisfied with their identity. At the same time, the problems

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29

Wai, Jonathan, and Benjamin J. Lovett. "Improving Gifted Talent Development Can Help Solve Multiple Consequential Real-World Problems." Journal of Intelligence 9, no. 2 (2021): 31. http://dx.doi.org/10.3390/jintelligence9020031.

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Fully developing the talents of all students is a fundamental goal for personal well-being and development and ultimately for global societal innovation and flourishing. However, in this paper we focus on what we believe is an often neglected and underdeveloped population, that of the gifted. We draw from the cognitive aptitude and gifted education research literatures to make the case that solutions to consequential real-world problems can be greatly enhanced by more fully developing the talents of the intellectually gifted population, which we operationalize in this paper as roughly the top

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Bergold, Sebastian, Matthias R. Hastall, and Ricarda Steinmayr. "Do Mass Media Shape Stereotypes About Intellectually Gifted Individuals? Two Experiments on Stigmatization Effects From Biased Newspaper Reports." Gifted Child Quarterly 65, no. 1 (2020): 75–94. http://dx.doi.org/10.1177/0016986220969393.

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Negative stereotypes about intellectually gifted individuals prevail among teachers and in society although empirical research has debunked them. They are also dominant in mass media representations of gifted individuals such as newspaper reports. The present study investigated whether stereotypic representations in newspaper articles contribute to the stigmatization of gifted individuals and whether nonstereotypic, evidence-based representations might help destigmatize gifted individuals. Two randomized controlled studies with N = 431 and N = 432 university students, respectively, were conduc

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31

Miller, Nancy B., Linda Kreger Silvermany, and R. Frank Falk. "Emotional Development, Intellectual Ability, and Gender." Journal for the Education of the Gifted 18, no. 1 (1995): 20–38. http://dx.doi.org/10.1177/016235329401800103.

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Dabrowski's Theory of Emotional Development provides the framework for investigating the dynamic interplay of emotion and cognition in the personality development of a group of intellectually gifted adults and a group of graduate students. When the gifted adults were compared to the graduate students on developmental potential, as measured by their over-excitability scores, the gifted subjects showed substantially greater potential for emotional development; but when actual level of development was compared, no significant differences between the two groups were found. Gender differences were

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Shumakova, N. B. "Intellectually Gifted Fifth Graders: Is Enriched Learning Practice Needed in Primary School?" Psychological-Educational Studies 14, no. 3 (2022): 61–77. http://dx.doi.org/10.17759/psyedu.2022140304.

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The article presents the results of a study of the features of cognitive development and learning motivation of intellectually gifted and normotypical fifth-graders who studied in the primary grades according to programs of various types – enriched and traditional (typical). Using the two-way MANOVA analysis of variance, we tested the assumption about the influence of primary school education on the cognitive development and learning motivation of intellectually gifted and normotypical fifth-graders (N=150). Research methods: "Standard Progressive Matrices" by Raven, computerized tests for dia

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Kargapoltseva, D. S., and J. A. Zhanturganova. "CONSOLIDATION OF GENERAL AND ADDITIONAL EDUCATION AS A CONDITION FOR DEVELOPMENT INTELLECTUALLY GIFTED PERSON." Vestnik Orenburgskogo gosudarstvennogo universiteta 236 (2022): 33–39. http://dx.doi.org/10.25198/1814-6457-236-33.

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Intellectual giftedness is considered by many thinkers and scientists throughout the entire period of human development, analyzing and shaping attitudes towards the concepts of «ability» and «giftedness». In modern pedagogical science, the focus remains on identifying giftedness, integrating a gifted personality of a child into the environment of a general educational institution, socializing him in society and creating conditions for the most harmonious development of his giftedness, which will subsequently lead to an increase in the numerical level of gifted people in areas that are of key i

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Shumakova, N. B. "Specificity and Problems of Development of Gifted Children in Primary School Age." Psychological-Educational Studies 10, no. 1 (2018): 1–7. http://dx.doi.org/10.17759/psyedu.2018100101.

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The article considers the features of intellectual and personal development of gifted children, problems that arise in the younger school age. The most common difficulties of the intellectually gifted first-graders, connected with the instruction in the school and the interrelations with their peers are pointed. The origins of these problems are clarified - the specifics of development in preschool childhood, and not quite adequate conditions of family upbringing and education. The value of creative or research instruction for the gifted children is revealed. The experience of realization the

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35

Riley, Tracy L., and Frances A. Karnes. "Intellectually Gifted Elementary Students' Perceptions of Leadership." Perceptual and Motor Skills 79, no. 1 (1994): 47–50. http://dx.doi.org/10.2466/pms.1994.79.1.47.

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To study the self-perceptions of leadership held by intellectually gifted elementary students in Grades 4 through 6 the Leadership Strengths Indicator was administered to 21 girls and 13 boys. Significant differences favoring the girls were found on two of the cluster scales (V, Sympathetic and VII, Conscienrious) and the total score.

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Roubinek, Darrell L., Michael L. Bell, and Lesa A. Cates. "Brain hemispheric preference of intellectually gifted children." Roeper Review 10, no. 2 (1987): 120–22. http://dx.doi.org/10.1080/02783198709553100.

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Karnes, Frances A., and James E. Whorton. "Attitudes of intellectually gifted youth toward school." Roeper Review 10, no. 3 (1988): 173–75. http://dx.doi.org/10.1080/02783198809553120.

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38

Alsop, Glenison. "Coping or counseling:Families of intellectually gifted students." Roeper Review 20, no. 1 (1997): 28–34. http://dx.doi.org/10.1080/02783199709553847.

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39

Zeidner, Moshe, and Esther Jane Schleyer. "Test Anxiety in intellectually gifted school students." Anxiety, Stress & Coping 12, no. 2 (1999): 163–89. http://dx.doi.org/10.1080/10615809908248328.

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40

Guénolé, F., J. Louis, C. Creveuil, et al. "Trait-anxiety in French intellectually gifted children." Neuropsychiatrie de l'Enfance et de l'Adolescence 60, no. 5 (2012): S161. http://dx.doi.org/10.1016/j.neurenf.2012.04.210.

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Ermakov, S. S. "Analysis of personality characteristics of intellectually gifted students, causing difficulties in their process of preschool and school education." Современная зарубежная психология 5, no. 3 (2016): 41–49. http://dx.doi.org/10.17759/jmfp.2016050304.

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Talented and intellectually gifted students often have difficulties in emotional and personal spheres in their learning process at school. Social maladjustment, emotional instability, increased anxiety and a number of other problems in the development of the personal sphere are common to students with a conventional development of intellectual abilities, but in the case of gifted students they are more frequent and intensive. If these problems are ignored by school teachers, psychologists and parents of gifted students, they can lead to a decrease in the ability of these children and even to a

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42

Demina, E. V., and A. N. Trubitsyna. "A Case-Study of Inclusion of an Intellectually Gifted Adolescent with Autism Spectrum Disorder in a General Education School: Risk Factors and Developmental Resources." Психологическая наука и образование 21, no. 3 (2016): 111–19. http://dx.doi.org/10.17759/pse.2016210313.

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The article examines the case of integration of an intellectually gifted adolescent with autism spectrum disorder in a general education school. It provides results of the applied behavioral analysis aimed at developing general learning skills. The child, diagnosed with Asperger’s syndrome at early school age, encountered difficulties related to the inability to study effectively at school in spite of the clear evidence of intellectual giftedness (including such motivational and instrumental preconditions as high levels of cognitive interest, verbal and abstract reasoning, and educability). Th

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Vaivre-Douret, Laurence. "Developmental and Cognitive Characteristics of “High-Level Potentialities” (Highly Gifted) Children." International Journal of Pediatrics 2011 (2011): 1–14. http://dx.doi.org/10.1155/2011/420297.

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This study covers the interesting field of the development in gifted children which is often neglected in pediatrics because psychomotor development data are still rare, since “gifted” children are generally noticed towards the end of their primary schooling by IQ measurement. Developmental studies have shown the evidence from several fields that children identified as “high-level potentialities” or “intellectually gifted” develop sensory, locomotor, neuropsychological, and language skills earlier than typically expected. The hypothesis is offered that the earlier development originates from b

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Guénolé, Fabian, Jacqueline Louis, Christian Creveuil, et al. "Behavioral Profiles of Clinically Referred Children with Intellectual Giftedness." BioMed Research International 2013 (2013): 1–7. http://dx.doi.org/10.1155/2013/540153.

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It is common that intellectually gifted children—that is, children with an IQ ≥ 130—are referred to paediatric or child neuropsychiatry clinics for socio-emotional problems and/or school underachievement or maladjustment. These clinically-referred children with intellectual giftedness are thought to typically display internalizing problems (i.e., self-focused problems reflecting overcontrol of emotion and behavior), and to be more behaviorally impaired when “highly” gifted (IQ ≥ 145) or displaying developmental asynchrony (i.e., a heterogeneous developmental pattern, reflected in a significant

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Nikitina, E., and O. Bychkova. "Model and Pedagogical Conditions for Preparing a Future Teacher for the Implementation of Psychological and Pedagogical Support for Intellectually Gifted Schoolchildren." Standards and Monitoring in Education 10, no. 1 (2022): 20–24. http://dx.doi.org/10.12737/1998-1740-2022-10-1-20-24.

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In this article, the authors consider the phenomenon of the future teacher's readiness to provide psychological and pedagogical support for intellectually gifted schoolchildren. The authors define the structural characteristics of the future teacher's readiness to provide psychological and pedagogical support for gifted schoolchildren.

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Muammar, Omar M. "The differences between intellectually gifted and average students on a set of leadership competencies." Gifted Education International 31, no. 2 (2013): 142–53. http://dx.doi.org/10.1177/0261429413498007.

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The current study investigates differences in the leadership skills between intellectually gifted and average students and explores the relationship between intelligence and leadership potential. Participants in this study were 176 students (57 males and 120 females) from an Eastern Province University in Saudi Arabia. Students were selected on a voluntary basis and asked to complete the Leadership Inventory (LI); data were also collected about their General Ability Test (GAT) scores. The Spearman Rho correlation formula was calculated and then the sample was divided into two groups based on t

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Voronova, T. A., S. V. Dubrovina, and Ju V. Chepurko. "LOCUS OF CONTROL AS A DETERMINANT OF AGGRESSIVENESS IN INTELLECTUALLY GIFTED ADOLESCENTS." Education and science journal 20, no. 8 (2018): 28–45. http://dx.doi.org/10.17853/1994-56392018-8-28-45.

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Introduction. At the present time, a state and a social request for the guidance of gifted children and teenagers, seen as comprising the primary intellectual potential of a developing society, is being articulated. As a general rule, giftedness is an adjunct to nervousness, extreme sensitivity, internal contradiction and low resistance to stress. These mental disorders may prevent a young person from forming of the proper picture of the world and developing capabilities of forming confidential and harmonious relationships. In this regard, it is necessary to identify appropriate approaches and

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Carter, Kyle R. "Cognitive development of intellectually gifted: A Piagetian perspective." Roeper Review 7, no. 3 (1985): 180–84. http://dx.doi.org/10.1080/02783198509552889.

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Moon, Sidney M., and Alex S. Hall. "FAMILY THERAPY WITH INTELLECTUALLY AND CREATIVELY GIFTED CHILDREN." Journal of Marital and Family Therapy 24, no. 1 (1998): 59–80. http://dx.doi.org/10.1111/j.1752-0606.1998.tb01063.x.

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Benbow, Camilla Persson. "Intellectually gifted students also suffer from immune disorders." Behavioral and Brain Sciences 8, no. 3 (1985): 442. http://dx.doi.org/10.1017/s0140525x00001059.

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