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Littérature scientifique sur le sujet « Cognitive giftedness »

Auteur : Grafiati

Publié le 4 juin 2021

Mis à jour le 2 février 2022

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Articles de revues sur le sujet "Cognitive giftedness"

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, et Marina Ivleva. « On the essential characteristics of the phenomenon of giftedness ». Servis Plus 11, n^o 3 (19 septembre 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, et Amany Farahat Abdalmageed. « Modeling Causal Relationships Among Giftedness Structure Variables ». International Journal for Talent Development 11, n^o 21 (2 février 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., et E. E. Klopotova. « Retrospective or Look into the Future : Possibility of General Mental Giftedness Development of Senior Preschoolers ». Psychological-Educational Studies 11, n^o 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, n^o 3 (janvier 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, n^o 4 (juillet 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, n^o 3-4 (17 décembre 1986) : 5–15. http://dx.doi.org/10.1300/j274v18n03_02.

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Shavinina, Larisa V., et Marina A. Kholodnaja. « The Cognitive Experience as a Psychological Basis of Intellectual Giftedness ». Journal for the Education of the Gifted 20, n^o 1 (1 octobre 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, n^o 2 (1 novembre 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, n^o 4 (22 décembre 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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Thèses sur le sujet "Cognitive giftedness"

Williams, Nina Lynne. « Identification of giftedness in preschoolers : Are some environmental factors related to cognitive assessments ? » Diss., The University of Arizona, 1999. http://hdl.handle.net/10150/284027.

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This study has the objective of examining parental perceptions, some home environmental factors, and SES on a child's cognitive development. Two groups were used to collect data, a high SES group and a low SES group. Twenty-six preschool children, 13 females and 13 males (24 Caucasian, one African American, and one Asian) were referred for giftedness. Parents responded to two surveys, one questionnaire, and an interview. The children were administered two cognitive skills tests: (a) The Kaufman Assessment Battery for Children (Kaufman & Kaufman, 1983), KABC and (b) the Qualitative Use of English and Spanish Tasks, QUEST, (Gonzalez, 1991). Qualitative analyses was used to: (a) describe parental perceptions about the meaning of giftedness; and (b) describe parental perceptions about the development of giftedness. A total of seven patterns were found. Quantitative analyses was used to: (a) explore any relationship between parental perceptions and their own child's cognitive abilities; (b) explore any relationship between some environmental factors and the child's cognitive abilities; and (c) explore any relationship between the parents socioeconomic status and their own child's cognitive abilities. Quantitative results suggest that some home environmental factors do influence a child's cognitive abilities. Quantitative results also suggest that the parents' SES influences the child's performance on cognitive skills tests.

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Woodward, Robert Steven. « Combative creativity : resistance to cognitive fixation effects in an idea generation task ». Texas A&M University, 2004. http://hdl.handle.net/1969.1/2765.

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This study investigated whether individuals identified as highly creative can resist a cognitive fixation tendency brought upon by the introduction of examples prior to an idea generation task. Ninety-eight subjects, ranging in age from twelve to seventeen and participating in Texas A&M University??s Youth Adventure Program for gifted students, comprised the sample. All took the Thinking Creatively with Sounds and Words test and were divided into three creativity groups (high, middle, and low) based on originality scores. A proportional stratified random sampling procedure was implemented to ensure equal representation for experimental and control groups. The subjects were then presented an experimenter-designed idea generation task, patterned after Smith, Ward, & Schumacher (1993), that called for them to generate ideas for a chair of the future. The experimental group viewed examples prior to task onset that all included three specific features relevant to the design of a chair (adjustable lever, four legs, drink holder). The control group did not view any examples prior to task onset. Conformity effects were measured in relation to the proportion of the features in the examples that were included in the ideas generated by the subjects. Chi-square and a model generated analysis of variance procedure were used to determine if there were any significant direct or interaction effects for both the creativity and treatment groupings on the construct of conformity. The results demonstrated that subjects in the control group conformed at a significantly lesser rate than the experimental one, across all creativity groupings. A significant difference was also found between the high and low creativity groups for conformity. The ANOVA data additionally discovered a significant interaction effect between the variables of treatment condition and creativity grouping, indicating that the interplay of these two variables influenced results. Finally, the conformity rate of those individuals with the highest level of creativity, true to the linear nature of the initial polynomial trend contrast, were, on average, the lowest observed scores.

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Doobay, Alissa F. « Comparison of cognitive, psychosocial, and adaptive behavior profiles among gifted children with and without Autism Spectrum Disorder ». Diss., University of Iowa, 2010. https://ir.uiowa.edu/etd/793.

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The diagnostic category of autism has been extensively investigated over the past 65 years since the condition was first described by Dr. Leo Kanner (1943), making it one of the most validated psychological disorders. Research has examined the characteristics of children with autism spectrum disorder (ASD) across a variety of domains, including diagnostic symptomology, intellectual profiles, adaptive behavior, and psychosocial functioning. However, there exists a paucity of empirical research on intellectually gifted children with ASD. The goal of the current study was to compare the psychometric profiles of gifted youth with and without ASD across the domains of intellectual functioning, psychosocial/behavioral functioning, social skills, and adaptive behavior using an empirical, group study design. It was hypothesized that, in comparison to the group of youth without ASD, the group of youth with ASD would demonstrate equally strong verbal and nonverbal intellectual abilities with relatively poorer processing speed, poorer adaptive functioning skills, more psychosocial/behavior concerns, and poorer social skills. Data from 81 school-age youth who had been identified as intellectually gifted were included in the present study. Forty of the participants in this study met DSM-IV-TR diagnostic criteria for ASD; the remaining 41 participants did not meet diagnostic criteria for an Axis I or Axis II psychological disorder. Statistical analyses included independent-samples t tests and split-plot analyses. Results of the current study demonstrate that statistically significant differences exist between gifted youth with and without ASD in the areas of processing speed, adaptive functioning, psychosocial/behavioral functioning, and social skills, despite equivalent verbal and nonverbal intellectual functioning. The current study is unique in that it is the first to examine these domains of functioning and make empirical comparisons of characteristics among gifted individuals with ASD using a group study design. Importantly, this study has significant implications for diagnosis of ASD and will provide an empirical foundation upon which to develop effective classroom interventions to best meet the unique needs of this twice-exceptional population.

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Sussman, Zachary Wroe. « An evaluation of the impact of the DSM-IV-TR diagnostic group and cognitive ability on the presentation of Autism Spectrum Disorder symptoms ». Diss., University of Iowa, 2014. https://ir.uiowa.edu/etd/1507.

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Autism Spectrum Disorder (Autism Spectrum Disorder) is a neurodevelopmental syndrome characterized by impairment to social communication adjoined by the presence of rigidity, restricted interests, and/or repetitive behaviors. Diagnosis of Autism Spectrum Disorder recently shifted from a series of pervasive developmental disorders recognized in the 4th edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV-TR; American Psychiatric Association, 2000) to a single, comprehensive diagnosis in the 5th edition of the same manual (DSM-5; APA, 2013). To evaluate the appropriateness in this shift in diagnostic practice, the current study evaluates the consistency in symptom presentation amongst the previous DSM-IV-TR diagnoses. Additionally, this study identifies several novel considerations for Autism Spectrum Disorder symptom presentation in high ability youth. Thus, the current study addresses broad considerations for discrete versus continuous symptom presentation in Autism Spectrum Disorder, as well as contributes to the limited literature addressing Autism Spectrum Disorder symptom presentation features in high ability youth. A review of literature on theory, conceptualization, and assessment of Autism Spectrum Disorder is provided, as well as a review of relevant literature for high ability youth diagnosed with Autism Spectrum Disorder. Progression of Autism Spectrum Disorder diagnosis is discussed, with emphasis upon the current debate regarding shifts from utilization of many diagnoses to a single, comprehensive diagnosis. Next, unique challenges associated with Autism Spectrum Disorder in high ability youth are identified, including current conceptualization, assessment, and treatment considerations. Due to identified gaps in consistent understanding of Autism Spectrum Disorder presentation, including Autism Spectrum Disorder in high ability youth, the author conducted two complementary studies. The first of these studies evaluated consistency in parent ratings on Autism Spectrum Disorder screening tools across previously used diagnostic labels (i.e., Autistic Disorder (AD), Asperger's Syndrome (AS), and Pervasive Developmental Disorder, Not Otherwise Specified (PDD-NOS)) now subsumed under Autism Spectrum Disorder diagnostic criteria in the DSM-5. The second study analyzed Autism Spectrum Disorder symptoms reported by parents of high ability youth. Data collection for this latter study included a novel research measure intended for identifying symptoms associated with high ability Autism Spectrum Disorder. Items on this form were derived through a card sort of items included in current symptom screening tools completed by content area experts. Additionally, this novel research measure included an open-ended item for parents of high ability youth to report additional symptoms. Results from the first study suggest that parents of children diagnosed with AD, AS, and Pervasive Developmental Disorder, Not Otherwise Specified do not differentially report symptoms on two current Autism Spectrum Disorder screening tools: (1) The Social Responsiveness Scale (SRS; Constantino & Gruber, 2005) and (2) the Autism Spectrum Screening Questionnaire (ASSQ; Ehlers, Gillberg, & Wing, 1999). Results from the second study provide evidence of parental perceptions of several nuances in symptom presentation associated with high ability youth with Autism Spectrum Disorder. Specifically, parents frequently endorsed impairment in development and maintenance of social relationships; however, insight into these weaknesses was not consistently reported as impaired. Additionally, restricted interests were acknowledged, with some parents identifying academic or pseudo-academic subjects as common areas of interest. The collective findings from these studies provide evidence of broad consistency in Autism Spectrum Disorder symptom presentation across previously used diagnoses, yet also unique symptom features for high ability youth. Implications for education, clinical practice, and research in both Autism Spectrum Disorder and twice-exceptionality are discussed.

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Beigel, Lesley. « Effectiveness of a School-Based Modularized Cognitive Behavioral Intervention for Students Who Are Gifted and Experience Anxiety ». University of Dayton / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1470395242.

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Thorsager, Lilyana, et Charlotta Lindvall. « Skolutveckling med kognitionen i fokus : framgångar och utmaningar i att möta elevers olikheter och likheter ». Thesis, Luleå tekniska universitet, Institutionen för hälsa, lärande och teknik, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-85312.

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The purpose of the study is to acquire knowledge and understanding of successful school development, with a focus on students' cognitive abilities. The survey focuses on the implementation of development work and its effects on the organization and students' development. The theoretical framework is based on special educational perspectives, salutogenic perspective and organizational theory. Two contiguous preschool class‑third grade schools are included in the study and primary data consists of interview responses from school staff. The study also includes questionnaire responses from guardians of children in third grade. However, the response rate from the guardians is insufficient for conclusions. The results show that school development changed the view of students' differences and needs. Furthermore, the schools have shifted their focus to group and organizational level, as well as to more promotional and preventive work. Fewer students are included in the student health team and the number of action plans has decreased. The development of the schools is characterized by a shift towards a more critical perspective and has been conducted through strengthened meaningfulness in the form of defined values, consensus in purpose and vision and collegial cooperation. The conditions that enable successful school development are characterized by a strong sense of coherence, in both leadership and conditions. Increased focus on the environment, as well as enhancement of comprehensibility, manageability and meaningfulness, are also factors that have benefited students' development. Factors that hinder school development can be traced to a compensatory and dilemma perspective, as well as to a lack of sense of coherence. Above all concerning attitudes among school staff and external demands placed on the school activities. Our conclusion is that both school development and students' cognitive abilities can be promoted through the application of a salutogenic perspective.

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BELL, JOYCE ADAMS. « THE INFLUENCES OF AGE, INTELLIGENCE, AND TRAINING ON THE ACQUISITION OF A FORMAL OPERATIONAL CONCEPT (RULE-USAGE, PROBLEM-SOLVING, GIFTEDNESS) ». Diss., The University of Arizona, 1986. http://hdl.handle.net/10150/188176.

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Individual differences in problem-solving have been studied from both information-processing and developmental psychology perspectives. The purpose of the present research was to use an information-processing approach to investigate the effects of both age and intelligence on the performances by young persons on experimental tasks which required systematic application of appropriate solution rules. Eighty 10- and 15-year-old subjects were assigned to one of eight groups on the bases of their ages, sex, and intelligence levels. The testing condition was the same for all groups. Stimulus materials consisted of a two-pan balance and a variety of different-density cubes. Subjects' responses to the materials were their predictions of equilibrium or imbalance. Correct solutions required understanding of the physical science concepts of volume and density, and the mathematics concept of proportionality. From analysis of variance performed on the data, it was found that males and females did not differ in their abilities to problem-solve. The highly-intelligent subjects had a greater frequency of correct responses in both age groups, and the older subjects outperformed younger subjects. The equilibrium problems presented in the study were of six separate types, and the interaction effects in the data revealed that the six types were of varying levels of difficulty. It was in the analyses of the subjects' patterns of responses to the several types that the most theoretically interesting results appeared. Examination of the response patterns led to assignment of the respondents to categories of probable rule-usage. The less sophisticated problem-solvers did not take density into account and consistently relied on their knowledge of the volume concept in making their decisions. Solvers functioning at higher rule-levels were able to consider density as well before making their predictions, although a substantial number failed to use cues present in the experiment to reckon the respective densities correctly. Fully-functional problem-solvers gave responses which showed their mastery of the mathematics of proportionality. Twenty-four subjects participated in a second experiment which was a short demonstration-oriented training study providing feedback, although the algorithm for correct problem solution was not directly taught. Results were discussed in terms of the efficacy of the rule-usage model.

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Salgado, Ana Manuela Faria. « Novos contributos na avaliação da inteligência : Bateria Aurora ». Master's thesis, 2014. http://hdl.handle.net/1822/32673.

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Dissertação de mestrado integrado em Psicologia
A avaliação da inteligência representa um dos domínios mais divulgados e controversos da Psicologia. Em resposta às críticas aos testes clássicos de inteligência emergiu a Bateria Aurora, destinada a crianças na faixa etária dos 9-12 anos e enquadrada na Teoria Triárquica de Robert Sternberg. Esta bateria visa o diagnóstico da sobredotação através da avaliação da inteligência prática, analítica e criativa, apresentando itens figurativos, verbais e numéricos. Este trabalho descreve os procedimentos considerados na adaptação portuguesa do instrumento, assim como resultados da validação. A amostra (N = 220) foi constituída por alunos do 4º ao 7º ano de escolaridade, provenientes de escolas públicas e privadas do distrito de Braga. Os resultados obtidos apontam para correlações positivas e moderadas entre o desempenho nos subtestes e rendimento académico dos alunos, servindo de indicador da validade preditiva da bateria. Verificam-se algumas fragilidades na replicação do modelo multidimensional da bateria. Os fatores isolados não agrupam os subtestes em função das duas inteligências avaliadas (analítica e prática), nem em função do conteúdo dos itens. Neste sentido, importa realizar novos estudos considerando amostras mais amplas e avançando na cotação dos subtestes de inteligência criativa, tendo em vista aprofundar as propriedades psicométricas da versão portuguesa da Bateria Aurora.
Intelligence assessment is one of the most widespread and controversial domains in Psychology. The Aurora Battery emerged as an attempt to overcome the limitations of traditional intelligence tests. This battery, designed for children roughly 9 to 12 years of age, is grounded in Robert Sternberg’s Thiarchic Theory and aims to assess giftedness in the domains of analytical, creative and practical intelligence. Subtests also include a broad range of item types: verbal, numerical and figurative. In this study, we describe the procedures conducted in the adaptation and validation of the Aurora Battery in Portugal. The sample included 220 students from 4th to7th grade, attending public and private schools located in the district of Braga. The results show positive and moderate correlations between academic achievement and scores in the subtests, indicating predictive validity of the Battery. Nevertheless, results highlight some weaknesses in replicating the multidimensional model of the Battery. Factor analysis does not group subtests according to the two theoretically assessed dimensions of intelligence (analytical and practical intelligence), neither to items content. Further studies focused on the scoring of creative intelligence subtests and with broader samples are needed, providing more information on the psychometric properties of the Portuguese version of the Aurora Battery.

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Wissing, Annelise. « The role of the grade four teacher in providing support for the cognitively gifted English Second Language (ESL) underachiever ». Diss., 2012. http://hdl.handle.net/10500/6549.

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Inclusive education requires of teachers, as managers and facilitators in classrooms, to deal with all aspects regarding effectively addressing barriers to learning. Of specific concern are the cognitively gifted learners who are not taught in their mother tongue but who attend schools where the language of learning and teaching is English. This qualitative study deals with the support provided by Grade Four teachers to cognitively gifted English Second Language (ESL) underachievers. The research indicates that the teachers are aware of English Second Language (ESL) learners who show behaviours associated with cognitive giftedness but who,when considering their potential, underachieve. These learners do however not receive support in the classroom to address their specific barrier to learning, which is the dual exceptionality of cognitive giftedness co-occurring with poor English proficiency. Support for all aspects of the cognitively gifted Grade Four English Second Language (ESL) learner’s needs is recommended.
Inclusive Education
M. Ed. (Inclusive Education)

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Canavarro, Bárbara Cristina Ferreira de Sousa. « A integração de alunos sobredotados no Ensino regular - perspectivas dos docentes ». Master's thesis, 2011. http://hdl.handle.net/10437/1695.

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Orientação: Paulo Sequeira
A sobredotação é uma temática que desperta bastante curiosidade, uma vez que inicialmente a pessoa sobredotada seria uma pessoa super inteligente em todas as áreas, mas que na realidade e após vários estudos pude verificar que não é bem assim. Uma vez que existe agora a inclusão de todas as crianças que eram consideradas fora do “normal”, nas escolas, após o decerto - lei 3/2008 em que refere que se deve “…promover a igualdade de oportunidades, valorizar a educação e promover a melhoria da qualidade do ensino. Um aspecto determinante dessa qualidade é a promoção de uma escola democrática e inclusiva, orientada para o sucesso educativo de todas as crianças e jovens. Nessa medida importa planear um sistema de educação flexível, pautado por uma política global integrada, que permita responder à diversidade de características e necessidades de todos os alunos que implicam a inclusão das crianças e jovens com necessidades educativas especiais no quadro de uma política de qualidade orientada para o sucesso educativo de todos os alunos”. Tendo em conta esta realidade, compete aos Professores, promover de forma cooperativa juntamente com a restante comunidade educativa, o desenvolvimento psicossocial e académico do aluno. Neste contexto, será levado a cabo um estudo exploratório, descritivo, sobre a percepção dos Professores do ensino regular relativamente à inclusão dos alunos sobredotados neste tipo de ensino.
Giftedness is a very interesting subject because if in the past a gifted was someone with a superior intelligence in all areas of knowledge, a wide range of scientific studies proved that in wasn’t truth. Today gifted children are being put together with all the other “normal” children, since the 3/2008 decreet stated that we should “… promote equality of opportunities, value education and promote the improvement of the quality of the teaching. An important aspect of that quality is the promotion of a democratic and inclusive school, oriented to the educative success in all children and young’s. Is therefore important to plane the flexibility of the educational system, by an integrated global politic, that allows to give answer to the diversity of characteristics and needs of all the students, that the inclusion of all children and young’s with special educational needs be taken into consideration for the success of all students”. Having in consideration that in reality, is up to the teachers to promote, in a cooperative way and along with the rest of the educative community, the psychosocial and academic development of the student. In this way, it will be taken a exploratory and descriptive study, about the perception of the teachers of the regular school regarding the inclusion of the gifted students in these teaching.

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Livres sur le sujet "Cognitive giftedness"

O'Brien, Colleen. Asperger's syndrome or giftedness ? : Validating the RYAN rating scale through comparative analyses of cognitive function, social adaptation and select personality measures. Sudbury, Ont : Laurentian University, 2006.

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Faye, Subotnik Rena, et Arnold Karen D, dir. Beyond Terman : Contemporary longitudinal studies of giftedness and talent. Norwood, N.J : Ablex Pub. Corp., 1994.

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Subotnik, Rena F., et Karen D. Arnold. Beyond Terman : Contemporary Longitudinal Studies of Giftedness and Talent (Creativity Research Series). Ablex Publishing, 1994.

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Borkowski, John G., et Jeanne D. Day. Cognition in Special Children : Comparative Approaches to Retardation, Learning Disabilities, and Giftedness. Ablex Publishing, 1987.

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1938-, Borkowski John G., et Day Jeanne D, dir. Cognition in special children : Comparative approaches to retardation, learning disabilities, and giftedness. Norwood, N.J : Ablex Pub. Corp., 1987.

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Advances in Cognition and Educational Practice : Part B : Applications : Remediations, Giftedness and Creativity, and Teacher Education : A Research (Advances in Cognition and Educational Practice). JAI Press, 1992.

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Chapitres de livres sur le sujet "Cognitive giftedness"

Birlean, Camelia, et Bruce M. Shore. « Cognitive Development of Giftedness and Talents ». Dans Introduction to Gifted Education, 95–118. New York : Routledge, 2021. http://dx.doi.org/10.4324/9781003235859-9.

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Voica, Cristian, et Florence Mihaela Singer. « Cognitive Variety in Rich-Challenging Tasks ». Dans Mathematical Creativity and Mathematical Giftedness, 83–114. Cham : Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-73156-8_4.

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Vandervert, Larry R. « Working Memory, the Cognitive Functions of the Cerebellum and the Child Prodigy ». Dans International Handbook on Giftedness, 295–316. Dordrecht : Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-6162-2_13.

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Shavinina, Larisa V. « A Unique Type of Representation Is the Essence of Giftedness : Towards a Cognitive-Developmental Theory ». Dans International Handbook on Giftedness, 231–57. Dordrecht : Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-6162-2_10.

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Kerr, Barbara A., Jonathan D. Wright, Jonathan M. Huffman, Maxwell Birdnow, Miriam Reder, Olivia A. Stull et Robyn N. Malmsten. « Cognitive Ability, Personality, and Privilege : A Trait-Complex Approach to Talent Development ». Dans Conceptions of Giftedness and Talent, 195–214. Cham : Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56869-6_12.

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Gutierrez, Angel, Clara Benedicto, Adela Jaime et Eva Arbona. « The Cognitive Demand of a Gifted Student’s Answers to Geometric Pattern Problems ». Dans Mathematical Creativity and Mathematical Giftedness, 169–98. Cham : Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-73156-8_7.

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Newman, Tina M. « Assessment of Giftedness in School-Age Children Using Measures of Intelligence or Cognitive Abilities ». Dans Handbook of Giftedness in Children, 161–76. Boston, MA : Springer US, 2008. http://dx.doi.org/10.1007/978-0-387-74401-8_9.

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Wood, Susannah M., Carol Klose Smith et David K. Duys. « Career counseling and the gifted individual : Applying social cognitive career theory to the career decision making of gifted individuals. » Dans APA handbook of giftedness and talent., 629–44. Washington : American Psychological Association, 2018. http://dx.doi.org/10.1037/0000038-041.

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Saunders Wickes, Katherine N., et Thomas B. Ward. « Creative Cognition in Gifted Youth ». Dans International Handbook on Giftedness, 381–96. Dordrecht : Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-6162-2_17.

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Gross, Miraca U. M. « Issues in the Cognitive Development of Exceptionally and Profoundly Gifted Individuals ». Dans International Handbook of Giftedness and Talent, 179–92. Elsevier, 2000. http://dx.doi.org/10.1016/b978-008043796-5/50013-9.

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Actes de conférences sur le sujet "Cognitive giftedness"

Shchipitsyna, Alena Sergeevna. « Children's Giftedness and Characteristics of a Gifted Child ». Dans All-Russian research-to-practice conference with international participation. Publishing house Sreda, 2020. http://dx.doi.org/10.31483/r-75230.

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Résumé :

The article is devoted to the issue of building a work system with gifted children. Theoretical prerequisites for developing the problem of giftedness are considered, as well as theoretical aspects of the concepts of "ability" and "giftedness" are presented. The main characteristics of children with signs of giftedness according to A.I. Savenkov are given, and the relationship between the level of cognitive abilities development and success of studying at school is analyzed.

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Ivleva, Marina, et Mikhail Oseledchik. « The Cognitive Paradigm of Psychological Science and the Conceptualization of Giftedness ». Dans 3rd International Conference on Arts, Design and Contemporary Education (ICADCE 2017). Paris, France : Atlantis Press, 2017. http://dx.doi.org/10.2991/icadce-17.2017.156.

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