The Effect of Special versus Regular Classroom Programming on Higher Cognitive Processes of Intermediate Elementary Aged Gifted and Average Ability Students

1992 ◽  
Vol 15 (4) ◽  
pp. 332-343 ◽  
Author(s):  
Christopher Roberts ◽  
Cregg Ingram ◽  
Carl Harris
Keyword(s):  
Cognitive Processes ◽  
Gifted Students ◽  
Analysis Of Covariance ◽  
Treatment Programs ◽  
Special Treatment ◽  
Resource Room ◽  
Average Ability ◽  
Regular School ◽  
K 12 ◽  
Regular Students

Gifted and regular students in a special treatment school (school-wide enrichment, K-12; resource room grades 3–5 on problem solving/problem finding) were compared to gifted and regular students from a comparison (nontreatment) school on the Ross Test of Higher Cognitive Processes. The test was administered at the beginning (pretest) and end (posttest) of the school year. An analysis of covariance using the pretest as the covariate revealed that gifted students involved in special treatment programs made significant gains when compared to average ability students receiving special program treatment, as well as gifted and average ability students attending a regular school receiving no special treatment. It appears that special programming may have an effect on improving higher cognitive process functioning in gifted students, as measured by the Ross test.

scholarly journals Evaluación Multidimensional de la Superdotación: Criterios de validez de la Batería de Inteligencia y Creatividad para predecirlos talentos artísticos y académicos

2016 ◽  
Vol 32 (3) ◽  
pp. 628 ◽  
Author(s):  
Tatiana De Cassia Nakano ◽  
Ricardo Primi ◽  
Walquiria De Jesus Ribeiro ◽  
Leandro S. Almeida
Keyword(s):  
Children And Adolescents ◽  
Divergent Thinking ◽  
Fluid Intelligence ◽  
Gifted Students ◽  
Latent Factors ◽  
Reasoning Abilities ◽  
Verbal Creativity ◽  
Metaphor Production ◽  
Figural Fluency ◽  
Regular Students

<p class="Abstract">We test the utility of the Battery for Giftedness Assessment (BaAH/S) in identifying differences in two groups of already known gifted students in the areas of academic and artistic talents. Four latent factors were assessed (a) fluid intelligence, (b) metaphor production (verbal creativity), (c) figural fluency (figural creativity), and (d) divergent thinking figural task quality (figural creativity). A sample of 987 children and adolescents, 464 boys and 523 girls, of ages ranging from 8 to 17 of two groups: regular students (N=866) and gifted students (N= 67 academic abilities, N=34 artistic abilities and N=20 no domain identified). Academic giftedness group of have higher reasoning, can produce more remote/original metaphors, high figural fluency and drawings rated as more original. Children in the group of artistic giftedness have higher reasoning, high figural fluency and drawings rated as more original. Reasoning abilities are relatively higher in academic giftedness group than artistic (<em>r </em>= .39 vs <em>r </em>=.14). Within artistic group figural fluency and ratings of originality are relatively more important than reasoning (<em>r </em>= .25 and <em>r</em> = .21 vs .14). We emphasizes the importance of assessing creativity in different domains in addition to intelligence to improve the understanding of giftedness and talent.</p>

Incidence of Wife-Battering in Male Psychiatric Hospital Patients: Are Special Treatment Programs Needed?

1982 ◽  
Vol 51 (2) ◽  
pp. 563-566
Author(s):  
Charles G. Watson ◽  
Angela M. Rosenberg ◽  
Norman Petrik
Keyword(s):  
Physical Abuse ◽  
Psychiatric Hospital ◽  
Medical Center ◽  
Treatment Programs ◽  
Veterans Administration ◽  
Special Treatment ◽  
Small Minority ◽  
The Past ◽  
Wife Battering ◽  
Hospital Patients

The authors surveyed 137 male admissions to the St. Cloud (Minnesota) Veterans Administration Medical Center to estimate the incidence of physical abuse toward wives/partners. Among those 101 who had lived with a woman, physical abuse was reported in 54 cases. However, the violence was judged “serious” by half or more of a panel of judges in only 23 of those cases. Moreover, serious violence within the previous year was reported by only 6 of these men. Since violence rated as serious by half or more of the judges and occurring within the past year was reported in only 4% of the sample, it appears that the need for special treatment programs for batterers is probably limited to a small minority of male psychiatric hospital patients.

A Career in Teaching: Comparing Views of Gifted and Talented Adolescents

1997 ◽  
Vol 9 (1) ◽  
pp. 21-27 ◽  
Author(s):  
Neelam Kher-Durlabhji ◽  
Lorna J. Lacina-Gifford ◽  
Richard C. Carter ◽  
Lynn K. Lalande
Keyword(s):  
Career Counseling ◽  
Gifted And Talented ◽  
Gifted Students ◽  
Eighth Graders ◽  
Teaching Profession ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Regular Students ◽  
Gifted Adolescents ◽  
Significant Adults

A key determinant of the quality of teachers graduating from teacher preparation programs is the applicant pool in these programs. Research suggests that gifted students are discouraged from entering the teaching profession. The views of gifted adolescents toward the teaching profession compared to other professions, and the perceived level of support from significant adults for choosing the teaching profession, were analyzed in this study. The views of gifted adolescents were obtained to aid in the design of structured career counseling programs for this population. Survey data to address the above objectives were obtained from three groups of gifted seventh and eighth graders and compared to “regular” students' responses. Top ranked occupations for the gifted groups were scientist or doctor. The regular students' top choices were doctor and lawyer with a scientist ranked low. All groups rated sales and teaching the lowest. A majority of the students indicated that significant adults would encourage or strongly encourage their choice of the teaching profession.

An Integral Analysis of Labeling, Inclusion, and the Impact of the K-12 School Experience on Gifted Boys

2020 ◽  
pp. 995-1021
Author(s):  
Laurie Alisat ◽  
Veronika Bohac Clarke
Keyword(s):  
School System ◽  
Gifted Students ◽  
School Experiences ◽  
Integral Model ◽  
Gifted Learners ◽  
Learner Centred Learning ◽  
Education Support ◽  
K 12 ◽  
Urban Public School ◽  
The Impact

Gifted learners are frequently marginalized in community classrooms, as they are placed in competition for special education support, with the students who struggle to meet the minimal curricular demands. In this chapter, we describe the practices of identifying and labelling gifted boys, from the perspective of gifted boys attending high school and from the perspectives of a school system. The case discussed is a large urban public school system, which endeavours to effectively identify gifted students and provide them with learner-centred learning environments. We use Wilber's (2000, 2006) Integral model as a conceptual framework to analyze the findings from an empirical study of gifted boys' school experiences (Alisat, 2013). These findings are also supported by our critical praxis, observing and conversing with gifted young people. The Integral Model is a useful framework for understanding the multiple factors impacting gifted students' daily experiences, engagement and achievement.

Developing Relationships, Communication, and Identity

1998 ◽  
Vol 21 (5) ◽  
pp. 28-29 ◽  
Author(s):  
Tracy L. Cross
Keyword(s):  
Gifted Students ◽  
Emotional Needs ◽  
Average Ability ◽  
Social And Emotional ◽  
The Social

The following is the fourth in a series of columns on meeting the social and emotional needs of gifted students where I provide a number of ideas that teachers, parents, and counselors can consider as they work on behalf of gifted students. Many of the ideas are equally applicable to gifted students and students of average ability.

CLASSROOM ACTIVITIES FOR ABLE STUDENTS: In Third and Fourth Grades

1981 ◽  
Vol 28 (6) ◽  
pp. 49-57
Author(s):  
Linda Schulman
Keyword(s):  
Problem Solving ◽  
Cognitive Processes ◽  
Mathematics Curriculum ◽  
Gifted Students ◽  
Fourth Grade ◽  
Major Goal ◽  
Classroom Activities ◽  
Fourth Grade Students ◽  
Basic Content

A major goal of the mathematics curriculum for third- and fourth-grade students is the development of numeration and computation skills. These skills are frequently maintained through routine drill. Most gifted students have a strong dislike for drill, preferring activities that require the use of higher cognitive processes. One way of providing for these students is to present them with problems related to the basic content that also enhance their problem-solving abilities.

Specific Writing Disabilities in Intellectually Gifted Children

1995 ◽  
Vol 18 (2) ◽  
pp. 131-155 ◽  
Author(s):  
Cheryl M. Yates ◽  
Virginia W. Berninger ◽  
Robert D. Abbott
Keyword(s):  
Learning Disabilities ◽  
Cognitive Processes ◽  
Gifted Students ◽  
Gifted Children ◽  
Text Generation ◽  
Writing Performance ◽  
Low Level ◽  
Writing Processes ◽  
Writing Disabilities

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 level processes in writing. Poor writing performance in gifted students may reflect low-level transcription deficits and is not necessarily the result of laziness, boredom, or lack of motivation as is often believed. Implications of this research for identifying writing-related learning disabilities in gifted students are discussed.

A Comparison of Learning and Study Strategies of Gifted and Average-Ability Junior High Students

1994 ◽  
Vol 17 (2) ◽  
pp. 143-160 ◽  
Author(s):  
Mary K. Tallent-Runnels ◽  
Arturo Olivárez ◽  
Ann C. Candler Lotven ◽  
Sharon K. Walsh ◽  
Anna Gray ◽  
...  
Keyword(s):  
Junior High ◽  
Gifted Students ◽  
Study Strategies ◽  
Ninth Graders ◽  
Average Ability ◽  
School Settings ◽  
Junior High Students ◽  
Self Testing ◽  
Ability Groups ◽  
Learning And Study Strategies

Not enough is known about whether the learning and study strategies of gifted students are adequate or how they compare to average-ability learners. Therefore, two studies were conducted to determine if gifted and average-ability junior high students differed in learning and study strategies. Results of Study One revealed several differences between gifted (n = 80) and average-ability (n = 61) seventh, eighth, and ninth graders on the Learning and Study Strategies Inventory. Anxiety emerged as the variable that discriminated most between the groups with the average-ability students having more anxiety. Study Two replicated study one with ninth graders (99 gifted, 98 average-ability) taking the newer Learning and Study Strategies Inventory-High School Version and all students drawn from school settings. There were fewer differences between the two groups but significant differences did result on some of the same subtests as in Study One with anxiety again emerging as the most powerful discriminator. There were also gender differences in the second study with girls scoring higher than boys in motivation, study aids, and self-testing. Even with the differences between the ability groups, gifted students did not score above the mean on many subtests and it is recommended that both groups need explicit instruction in learning and study strategies.

scholarly journals The Influence of Musically Gifted on the Development of Language Competences

2021 ◽  
Vol 7 (2) ◽  
pp. 83
Author(s):  
Goran Sučić
Keyword(s):  
Music Education ◽  
Cognitive Processes ◽  
Gifted Students ◽  
Mental Processes ◽  
Musical Intelligence ◽  
Development Of Language ◽  
Language Competencies ◽  
The Brain

Cognitive processes related to children involved in music are directly related to other cognitive processes in the brain because music is known to directly or indirectly affect many mental processes, but we still don't have evidence of how and in which way this process takes place. Since the paper deals with influence of musically gifted students on the development of language competencies, in the theoretical elaboration of the paper we will try to analyze and compare musical intelligence in relation to linguistic intelligence. The empirical part of the paper will present the results of research on the process of mastering language competencies among students going to gymnasium who are musically gifted and attend music education in relation to other students.

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