Bibliografías temáticas / Gifted children

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Literatura académica sobre el tema "Gifted children"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 25 de julio de 2025

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Artículos de revistas sobre el tema "Gifted children"

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Murphy, Mary, and Nancy Risser. "Gifted Children." Nurse Practitioner 22, no. 3 (1997): 205. http://dx.doi.org/10.1097/00006205-199703000-00017.

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Gallagher, James J. "Gifted Children." Contemporary Psychology: A Journal of Reviews 34, no. 5 (1989): 509–10. http://dx.doi.org/10.1037/028071.

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Leung, Alexander K. C., Wm Lane M. Robson, and Stephen H. N. Lim. "Gifted Children." Journal of the Royal Society of Health 112, no. 3 (1992): 124–26. http://dx.doi.org/10.1177/146642409211200305.

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Panov, V. I. "Gifted Children." Russian Education & Society 44, no. 10 (2002): 52–80. http://dx.doi.org/10.2753/res1060-9393441052.

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V. Mrunalini, V. Mrunalini, Dr J. Sujathamalini Dr. J. Sujathamalini, and A. Catherin Jayanthy. "Gifted Children – A Pleasant Challenge." Indian Journal of Applied Research 3, no. 6 (2011): 153–55. http://dx.doi.org/10.15373/2249555x/june2013/52.

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Cho, Seokhee, and Doehee Ahn. "Strategy Acquisition and Maintenance of Gifted and Nongifted Young Children." Exceptional Children 69, no. 4 (2003): 497–505. http://dx.doi.org/10.1177/001440290306900407.

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Young childrens strategy acquisition and maintenance were examined by comparing the recall, clustering, and study behaviors of children of different ages and intelligences. Three groups were included in the study: 5-year-old gifted children, 5-year-old nongifted children, and 7-year-old nongifted children. All were observed and measured on 5 consecutive days, with training on strategy use provided on the third day. Several differences among groups were found, generally favoring the gifted children in terms of performance and maintenance of strategies. In addition, the 5-year-old gifted childre
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Dabrišienė, Vilija, and Bronė Narkevičienė. "Competition in mathematics as a form of educating gifted children: Kaunas case study." Lietuvos matematikos rinkinys 42 (December 20, 2002): 386–90. http://dx.doi.org/10.15388/lmr.2002.32937.

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The goal of this article is to disclose peculiarities of pedagogue's activities while preparing gifted students to participate in mathematical competitions and contests. The article presents the analysis of the situation in Kaunas. The given results are related to the research of the pedagogue attitudes towards educating gifted children, the pedagogue's teaching ways and methods and the dependence of the achievement of the participators of mathematical competitions on the type of school.The data of the research shows that the pedagogue attitudes are not favourable enough towards individualized
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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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Gomez, Rapson, Vasileios Stavropoulos, Alasdair Vance, and Mark D. Griffiths. "Gifted Children with ADHD: How Are They Different from Non-gifted Children with ADHD?" International Journal of Mental Health and Addiction 18, no. 6 (2019): 1467–81. http://dx.doi.org/10.1007/s11469-019-00125-x.

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AbstractThe present study focused on inattention and hyperactivity/impulsivity differences of gifted children with and without attention deficit-hyperactivity disorder (ADHD). Based on clinical assessment utilizing the Anxiety Disorders Interview Schedule for Children (ADISC-IV) and the Wechsler Intelligence Scale for Children—Fourth Edition, attendees of a public outpatient child service (boys = 359, girls = 148), with mean age 10.60 years (SD = 3.08 years), were allocated into four groups: ADHD (N = 350), gifted (N = 15), gifted/ADHD (N = 18), and clinical controls (N = 124). The Strengths a
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Sanchez, Christine, and Nathalie Blanc. "Abstract Graphic Creativity, Feelings about School, and Engagement in the School Environment: What Are the Interindividual Differences between Gifted and Non-Gifted Children?" Journal of Intelligence 11, no. 1 (2022): 2. http://dx.doi.org/10.3390/jintelligence11010002.

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This study examines interindividual differences between gifted and non-gifted children in the school environment. Three distinct measurement tools were used to enable a multimodal approach of gifted and non-gifted children with abstract graphic creativity, feelings about school and engagement in the school environment being considered. The results obtained from 328 children (including 45 gifted children) revealed that the gifted children obtained scores significantly higher than non-gifted children in terms of self-determination, feelings about school, and creativity. In addition, a gap appear
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Tesis sobre el tema "Gifted children"

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Corber-Wiltzer, Cheryl Lisa. "Learned helplessness in gifted, gifted underachieving, and unselected children." Thesis, McGill University, 1993. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=26060.

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Simulated learned helpless behavior was examined among gifted, gifted underachievers, and unselected children. Using the Intellectual Achievement Responsibility (IAR) Scale (Crandall, Katkovsky, & Crandall, 1965), after the children read a brief story and cast themselves in a failing role, the three groups of children were compared before and after the intervention (a week or two after the initial testing) on their positive and negative IAR scores. Learned helplessness theory would predict that helpless children would have high negative scores (attributing failure to themselves) and low positi
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Harrison, Catherine Anne. "Giftedness in early childhood : the search for complexity and connection /." View thesis, 2003. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20040429.115305/index.html.

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Thesis (D. Ed.)--University of Western Sydney, 2003.<br>"A portfolio submitted in the fulfillment of the requirements for the degree of Doctor of Education at University of Western Sydney." Includes bibliography and appendices.
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Ellett, Phyllis B. Baker Paul J. "Placement of identified gifted students in a full-time gifted program versus placement in a regular education classroom an analysis of benefit /." Normal, Ill. Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3128273.

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Thesis (Ed. D.)--Illinois State University, 2004.<br>Title from title page screen, viewed March 21, 2005. Dissertation Committee: Paul Baker, Margaret B. Kolloff (co-chairs), Patricia H. Klass, Lucille T. Eckrich. Includes bibliographical references (leaves 176-183) and abstract. Also available in print.
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Lui, Ching Salina. "A talent development programme from students' perspective." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B40040215.

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Phillips, Eunice Dunbar. "The educational needs of gifted children." Thesis, University of Warwick, 2001. http://wrap.warwick.ac.uk/960/.

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This study assesses the extent to which the educational needs of a group of very able Year 10 students reflect the perceived educational needs of gifted children as drawn from a study of the literature. In consultation with their teachers, fifteen students from five schools in two counties were selected to take part in the research. Using the case-study method, these students, their parents and teachers were interviewed. The information collected from their parents and teachers was used mainly for the process of triangulation. Letters were sent to all who were involved in the research in any c
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Holland, Susan M. "Attitudes toward technology and development of technological literacy of gifted and talented elementary school students." Connect to this title online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1101864404.

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Thesis (Ph. D.)--Ohio State University, 2004.<br>Title from first page of PDF file. Document formatted into pages; contains xv, 256 p.; also includes graphics (some col.). Includes bibliographical references (p. 227-244).
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Collier, Robyn Maree. "Differences in perceptual abilities in gifted and non-gifted children as measured by the Macgregor perceptual index." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/26802.

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Until about 1970, little was published on research pertaining to the influence of perceptual acuity in relation to gifted children. This study was undertaken to provide empirical data that might lead to a better understanding of such a relationship, to review research performed in the fields of both perception and giftedness, and to assess the usefulness of a non-verbal instrument for elementary teachers of art in diagnosing giftedness at a perceptual level. The study was designed to determine, by means of a perceptual index test, whether or not gifted children who display above average intel
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Hannah, C. Lynne (Cornelia Lynne). "Metacognition in learning-disabled gifted students." Thesis, McGill University, 1990. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=74634.

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In recent years, research with students identified as academically gifted has focused on what processes enable these students to perform at high levels of ability. The present study was carried out in the context of exploring the role of metacognition in giftedness. A specific focus of the study was whether learning-disabled gifted students performed more similarly to their gifted or nongifted peers (i.e., learning-disabled or average-achieving) on measures of metacognition. An interview was used to assess metacognitive knowledge in reading, and the error-detection paradigm was paired with the
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Greene, Debra Blatt. "An Analysis of the Peer Relationships of Gifted and Gifted-Creative Primary Students." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc331836/.

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The purpose of this study was to compare the peer relationships of highly gifted and highly gifted-highly creative primary students in a gifted classroom of a public school. The study was conducted using thirty-one highly gifted first, second, and third graders who had scores of 140 or better on the WISC-R, WPPSI, or Otis-Lennon. At the beginning of the school year, the Creativity Assessment Packet was administered to the class. The top 20 percent scorers in the class (termed gifted-creative) and those who scored in the bottom 20 percent of the class (termed gifted) on the CAP were targeted f
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Hay, Peta Kerin Education Faculty of Arts &amp Social Sciences UNSW. "Prosocial reasoning and empathy in gifted children." Publisher:University of New South Wales. Education, 2008. http://handle.unsw.edu.au/1959.4/41756.

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This study aimed to enhance understanding of the moral reasoning of gifted children. While research has explored the justice moral reasoning of gifted children (Arbuthnot, 1973; Chovan & Freeman, 1993; Gross, 1993; Henderson, Gold, & Clarke, 1984; Howard-Hamilton, 1994), this study explored prosocial moral reasoning, moral reasoning which involves conflict between one??s own needs and desires and the needs and desires of others. In addition, this study sought to gather empirical evidence for literature claims that gifted children have higher levels of empathy than their age peers (Lovecky, 1
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Libros sobre el tema "Gifted children"

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Jolly, Jennifer L., Donald J. Treffinger, Tracy Ford Inman, and Joan Franklin Smutny. Parenting Gifted Children. Routledge, 2021. http://dx.doi.org/10.4324/9781003237020.

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Danielian, Jeff, C. Matthew Fugate, and Elizabeth Fogarty. Teaching Gifted Children. Routledge, 2021. http://dx.doi.org/10.4324/9781003238638.

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Gross, Miraca U. M. Exceptionally Gifted Children. Taylor & Francis Inc, 2004.

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Gross, Miraca U. M. Exceptionally gifted children. 2nd ed. Routledge, 2004.

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Gross, Miraca U. M. Exceptionally Gifted Children. Taylor & Francis Inc, 2004.

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Gross, Miraca U. M. Exceptionally gifted children. Kappa Delta Pi, 1995.

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Callard-Szulgit, Rosemary. Perfectionism and gifted children. Rowman & Littlefield Publishers, 2012.

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Speigel, Donna. Identification of gifted children. s.n.], 1989.

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White, Karey Lynn. Gifted. Bonneville Books, 2010.

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Evangelista, Beth. Gifted. Walker & Co., 2005.

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Capítulos de libros sobre el tema "Gifted children"

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Chess, Stella, and Mahin Hassibi. "Gifted Children." In Principles and Practice of Child Psychiatry. Springer US, 1986. http://dx.doi.org/10.1007/978-1-4613-2145-3_20.

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Renner, Karen J. "Gifted Children." In Evil Children in the Popular Imagination. Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-137-59963-6_3.

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Kircher-Morris, Emily. "Gifted and …" In Raising Twice-Exceptional Children. Routledge, 2022. http://dx.doi.org/10.4324/9781003237532-4.

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Matthews, Michael S., and Jennifer L. Jolly. "Parenting Gifted Children." In Critical Issues and Practices in Gifted Education, 3rd ed. Routledge, 2021. http://dx.doi.org/10.4324/9781003233961-25.

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Shanley, Mary Kay, and Julia Johnston. "Real Fears of Incoming First-Year College Students: What Parents Can Do." In Parenting Gifted Children. Routledge, 2021. http://dx.doi.org/10.4324/9781003237020-14.

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Robinson, Ann, and Sidney M. Moon. "Advocating for Talented Youth: Lessons Learned From the National Study of Local and State Advocacy in Gifted Education." In Parenting Gifted Children. Routledge, 2021. http://dx.doi.org/10.4324/9781003237020-44.

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Dunn, Rita, Karen Burke, and Janet Whitely. "What Do You Know About Learning Style? A Guide for Parents of Gifted Children." In Parenting Gifted Children. Routledge, 2021. http://dx.doi.org/10.4324/9781003237020-8.

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Trail, Beverly A. "Parenting Twice-Exceptional Children Through Frustration to Success." In Parenting Gifted Children. Routledge, 2021. http://dx.doi.org/10.4324/9781003237020-46.

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Moon, Sidney M. "Parenting Gifted Children With ADHD." In Parenting Gifted Children. Routledge, 2021. http://dx.doi.org/10.4324/9781003237020-48.

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McCluskey, Ken W. "The Importance of Being Early: A Case for Preschool Enrichment." In Parenting Gifted Children. Routledge, 2021. http://dx.doi.org/10.4324/9781003237020-9.

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Actas de conferencias sobre el tema "Gifted children"

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Han, Shuning, Feng Duan, Gemma Vilaseca, et al. "Analyzing Cognitive Patterns in Gifted Children Using MRI and Morphometric Similarity Networks." In 18th International Conference on Bio-inspired Systems and Signal Processing. SCITEPRESS - Science and Technology Publications, 2025. https://doi.org/10.5220/0013169200003911.

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Shumakova, Natalia. "Creativity In Intellectually Gifted Primary School Children And Gifted Children In Art." In ICPE 2018 - International Conference on Psychology and Education. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.11.02.72.

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Mara, Elena Lucia. "INCLUSIVE EDUCATION AND GIFTED CHILDREN." In 15th International Conference on Education and New Learning Technologies. IATED, 2023. http://dx.doi.org/10.21125/edulearn.2023.1242.

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MAXIMCIUC, Victoria. "Professional skills training to support gifted children." In Ştiință și educație: noi abordări și perspective", conferinţă ştiinţifică internaţională. Ion Creangă Pedagogical State University, 2024. https://doi.org/10.46727/c.v1.21-22-03-2024.p221-226.

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The problem of training pedagogical staff to work with special children has always presented a real challenge for the system of higher pedagogical education. This is due to several factors: constant reforming of the education system and constant search for a more perfect model; negative impact of the socio-economic crisis; lack of effective interaction between higher education institutions and pre university education system. It should be noted that in the specialized literature there are few sources on the psychopedagogy of gifted children and especially the study of the problem of training f
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Pronyaeva, Nadezhda Anatolevna. "The Specifics of Work With Gifted Children in Special Piano Lessons at Children’s Art School." In All-Russian research-to-practice conference with international participation. Publishing house Sreda, 2020. http://dx.doi.org/10.31483/r-75365.

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The concept of “musical talent” is considered, as well as the main musical and performance abilities and skills of students-pianists. The features of teachers’ modern teaching approach in piano lessons with gifted children are characterized. The distinctive features of the manifestation of the basic musical talent of gifted children in the piano lessons are analyzed. The importance of enlightening the teacher to the individual characteristics of a gifted child is emphasized.
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Chugunova, Olga Pavlovna. "Innovative Forms and Methods of Teaching Giften Children in a Geneal Education School." In International Scientific and Practical Conference, chair Valentina Aleksandrovna Davydenko. TSNS Interaktiv Plus, 2020. http://dx.doi.org/10.21661/r-530878.

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Ratner, Faina. "PROBLEMS AND DIFFICULTIES OF GIFTED CHILDREN." In SGEM 2014 Scientific SubConference on PSYCHOLOGY AND PSYCHIATRY, SOCIOLOGY AND HEALTHCARE, EDUCATION. Stef92 Technology, 2014. http://dx.doi.org/10.5593/sgemsocial2014/b13/s3.090.

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Benharrath, Kawther, Balkine Khaddoumi, Mounir Sayadi, et al. "Feature Optimization for Gifted Children Diagnosis." In 2020 5th International Conference on Advanced Technologies for Signal and Image Processing (ATSIP). IEEE, 2020. http://dx.doi.org/10.1109/atsip49331.2020.9231719.

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Voloskov, I. V., and I. Vallis. "The psychological concept of gifted children." In General question of world science. L-Journal, 2020. http://dx.doi.org/10.18411/gq-30-11-2020-14.

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The article examines the basic approaches to children's giftedness, common in Russian and foreign psychology. The authors consider it necessary to combine the best achievements of Russian and foreign concepts of giftedness in order to create a unified theory of giftedness.
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Breshkovskaya, Karine Yurevna, and Anna Vladimirovna Morozova. "Psychological and Pedagogical Support as a Condition for the Successful Development of Gifted Primary School Pupils." In All-Russian research-to-practice conference with international participation. Publishing house Sreda, 2020. http://dx.doi.org/10.31483/r-75191.

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A scientific analysis on the problem of gifted children is presented, and both positive and negative age-psychological features of gifted primary school children are thoroughly characterized. Psychological and pedagogical support aimed at identifying and taking into account characteristics for a specific age, peculiarities of child’s intellectual and personal development is considered an effective method of pedagogical activity in the work with gifted children. A meaningful characteristic of psychological and pedagogical work with children in each problematic sphere is given. Among them: motiv
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Informes sobre el tema "Gifted children"

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Engen, Sharon. Survey of language acquisition techniques provided by parents of talented and gifted children. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.5276.

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Lavy, Victor, and Yoav Goldstein. Gifted Children Programs’ Short and Long-Term Impact: Higher Education, Earnings, and the Knowledge-Economy. National Bureau of Economic Research, 2022. http://dx.doi.org/10.3386/w29779.

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Bano, Masooda. Narratives of Success against the Odds: Why Some Children in State Schools Go Far in Life—Evidence from Pakistan. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/104.

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What makes some children succeed despite studying in failing education systems? Are these children exceptionally gifted, or do other psychological or sociological factors and family circumstances contribute to success? To address the learning crisis in state schools in developing countries, development agencies have primarily focused on identifying inputs that can improve state education provision. Yet, even from low-performing state schools, some children do manage to successfully complete primary and secondary education cycles, pursue higher education, and record upward social mobility, but
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Bano, Masooda. Narratives of Success against the Odds: Why Some Children in State Schools Go Far in Life—Evidence from Pakistan. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/104.

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What makes some children succeed despite studying in failing education systems? Are these children exceptionally gifted, or do other psychological or sociological factors and family circumstances contribute to success? To address the learning crisis in state schools in developing countries, development agencies have primarily focused on identifying inputs that can improve state education provision. Yet, even from low-performing state schools, some children do manage to successfully complete primary and secondary education cycles, pursue higher education, and record upward social mobility, but
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