The Relationship between Cognitive Abilities and Moral Development in Intellectually Gifted Children

G/C/T ◽  
1983 ◽  
Vol 6 (3) ◽  
pp. 15-17
Author(s):  
Rhett Diessner
Keyword(s):  
Moral Development ◽  
Cognitive Abilities ◽  
Gifted Children ◽  
Intellectually Gifted ◽  
The Relationship

scholarly journals Children's Giftedness and Characteristics of a Gifted Child

2020 ◽  
Author(s):  
Alena Sergeevna Shchipitsyna
Keyword(s):  
Cognitive Abilities ◽  
Gifted Children ◽  
Gifted Child ◽  
Work System ◽  
The Relationship

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.

scholarly journals Modern Foreign Researches of Anxiety in Intellectually Gifted School Children

2021 ◽  
Vol 10 (4) ◽  
pp. 97-106
Author(s):  
E.I. Shcheblanova ◽  
S.O. Petrova
Keyword(s):  
Social Development ◽  
Emotional Disorders ◽  
Cognitive Abilities ◽  
Gifted Children ◽  
Main Attention ◽  
Academic Achievements ◽  
Age Related ◽  
Related Development ◽  
Different Types ◽  
Intellectually Gifted

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 intellectually gifted children face the same age-related development problems as their peers, and cope with these problems no less, and sometimes even more successfully. At the same time, the recognition of unique problems for intellectually gifted children that are associated with increased anxiety and other emotional disorders, as well as the need for psychological support, is emphasized.

Emotional Response to Testing in Gifted and Highly Gifted Children

2021 ◽  
Author(s):  
Cesare Cornoldi ◽  
David Giofrè ◽  
Irene Mammarella ◽  
Enrico Toffalini
Keyword(s):  
Statistical Models ◽  
Emotional Response ◽  
Fifth Graders ◽  
Gifted Children ◽  
Intellectually Gifted ◽  
The Mean ◽  
Standard Deviations ◽  
National Test ◽  
The Relationship ◽  
Practical Implications

Whether intellectually gifted children have a greater emotional response when tested is still unclear. This may be due to the marked heterogeneity of this particular population, and the fact that most studies lack the power to reduce the noise associated with this heterogeneity. The present study examined the relationship between performance and emotional response in 468,423 Italian fifth-graders taking a national test on mathematics and language. Analyses were performed using statistical models with polynomial terms. Special attention was paid to estimating the mean emotional response of the children who were gifted (1.5-2.5 standard deviations above the mean) or highly gifted (more than 2.5 standard deviations above the mean). The results showed that, although a lower emotional response correlated with a higher achievement, this relationship is nonlinear, and the estimates for gifted and highly gifted children were virtually the same. Girls showed a greater emotional response than boys on all levels of performance. The theoretical and practical implications of these findings are discussed.

Differences in Benefit from Strategy Use: What's Good for Me May Not Be So Good for Thee

1998 ◽  
Vol 21 (2) ◽  
pp. 160-178 ◽  
Author(s):  
Jane F. Gaultney
Keyword(s):  
Cognitive Abilities ◽  
Optimal Level ◽  
Strategy Use ◽  
Group Differences ◽  
Gifted Children ◽  
Text Recall ◽  
Elaborative Interrogation ◽  
School Aged Children ◽  
Good For ◽  
The Relationship

The present study explored group differences in the relationship between strategy use and text recall. Academically bright and average elementary school-aged children were trained in the use of elaborative interrogation (a reading-comprehension strategy). Gifted children had greater recall than did average children prior to and one week after training, despite equivalent levels of strategy use. Correlational evidence indicated that average children eventually benefitted from using the strategy, while for gifted children strategy use did not correlate with recall at any point. It is suggested that gifted children, because they seem to have superior nonstrategic memories, may require more difficult tasks than average children in order to acquire and use memory strategies and that an optimal level of strategy use may differ as a function of one's cognitive abilities.

Emotional Response to Testing in Gifted and Highly Gifted Children

2021 ◽  
pp. 001698622110429
Author(s):  
Cesare Cornoldi ◽  
David Giofrè ◽  
Irene Cristina Mammarella ◽  
Enrico Toffalini
Keyword(s):  
Statistical Models ◽  
Emotional Response ◽  
Fifth Graders ◽  
Gifted Children ◽  
Intellectually Gifted ◽  
The Mean ◽  
Standard Deviations ◽  
National Test ◽  
The Relationship ◽  
Practical Implications

Whether intellectually gifted children have a greater emotional response when tested is still unclear. This may be due to the marked heterogeneity of this particular population, and the fact that most studies lack the power to reduce the noise associated with this heterogeneity. The present study examined the relationship between performance and emotional response in 468,423 Italian fifth-graders taking a national test on mathematics and language. Analyses were performed using statistical models with polynomial terms. Special attention was paid to estimating the mean emotional response of the children who were gifted (1.5-2.5 standard deviations above the mean) or highly gifted (more than 2.5 standard deviations above the mean). The results showed that, although a lower emotional response correlated with a higher achievement, this relationship is nonlinear, and the estimates for gifted and highly gifted children were virtually the same. Girls showed a greater emotional response than boys on all levels of performance. The theoretical and practical implications of these findings are discussed.

scholarly journals Fluid Cognitive Abilities Are Important for Learning and Retention of a New, Explicitly Learned Walking Pattern in Individuals After Stroke

2021 ◽  
pp. 154596832110010
Author(s):  
Margaret A. French ◽  
Matthew L. Cohen ◽  
Ryan T. Pohlig ◽  
Darcy S. Reisman
Keyword(s):  
Cognitive Abilities ◽  
Step Length ◽  
Cognitive Measures ◽  
Retention Models ◽  
Wechsler Memory Scale ◽  
Walking Pattern ◽  
Learning Principles ◽  
The Relationship ◽  
Sequential Regression ◽  
Neurologically Intact

Background There is significant variability in poststroke locomotor learning that is poorly understood and affects individual responses to rehabilitation interventions. Cognitive abilities relate to upper extremity motor learning in neurologically intact adults, but have not been studied in poststroke locomotor learning. Objective To understand the relationship between locomotor learning and retention and cognition after stroke. Methods Participants with chronic (>6 months) stroke participated in 3 testing sessions. During the first session, participants walked on a treadmill and learned a new walking pattern through visual feedback about their step length. During the second session, participants walked on a treadmill and 24-hour retention was assessed. Physical and cognitive tests, including the Fugl-Meyer-Lower Extremity (FM-LE), Fluid Cognition Composite Score (FCCS) from the NIH Toolbox -Cognition Battery, and Spatial Addition from the Wechsler Memory Scale-IV, were completed in the third session. Two sequential regression models were completed: one with learning and one with retention as the dependent variables. Age, physical impairment (ie, FM-LE), and cognitive measures (ie, FCCS and Spatial Addition) were the independent variables. Results Forty-nine and 34 participants were included in the learning and retention models, respectively. After accounting for age and FM-LE, cognitive measures explained a significant portion of variability in learning ( R2 = 0.17, P = .008; overall model R2 = 0.31, P = .002) and retention (Δ R2 = 0.17, P = .023; overall model R2 = 0.44, P = .002). Conclusions Cognitive abilities appear to be an important factor for understanding locomotor learning and retention after stroke. This has significant implications for incorporating locomotor learning principles into the development of personalized rehabilitation interventions after stroke.

Gender and the Process of Moral Development in the Thought of Paul Evdokimov

2005 ◽  
Vol 66 (1) ◽  
pp. 69-95 ◽  
Author(s):  
Christopher P. Klofft
Keyword(s):  
Moral Development ◽  
Theological Anthropology ◽  
Christian Life ◽  
The World ◽  
The Individual ◽  
The Relationship ◽  
The Way

[In the writings of Orthodox theologian Paul Evdokimov (1901–1970), Western theology can find new resources regarding the relationship between gender and moral development. The author presents Evdokimov's unique theological anthropology in the context of both the complicated question of gender, as well as the effects that gender has on the way women and men act. While the goal of the Christian life for both is the transformation of the individual through asceticism, the role each plays in the salvation of the world differs markedly.]

Neuropsychological Profile of Intellectually Gifted Children: A Systematic Review

2021 ◽  
pp. 1-17
Author(s):  
Aurélie Bucaille ◽  
Christophe Jarry ◽  
Justine Allard ◽  
Sylvain Brochard ◽  
Sylviane Peudenier ◽  
...  
Keyword(s):  
Systematic Review ◽  
Working Memory ◽  
Cognitive Functions ◽  
Empirical Studies ◽  
Verbal Working Memory ◽  
Social Problem Solving ◽  
Gifted Children ◽  
Neuropsychological Profile ◽  
Intellectually Gifted ◽  
Visuospatial Processing

Abstract Objective: The term intellectually gifted (IG) refers to children of high intelligence, which is classically measured by the intelligence quotient (IQ). Some researchers assume that the cognitive profiles of these children are characterized by both strengths and weaknesses, compared with those of their typically developing (TD) peers of average IQ. The aim of the present systematic review was to verify this assumption, by compiling data from empirical studies of cognitive functions (language, motor skills, visuospatial processing, memory, attention and executive functions, social and emotional cognition) and academic performances. Method: The literature search yielded 658 articles, 15 of which met the selection criteria taken from the Preferred Reporting Items for Systematic Reviews and Meta-Analyses model. We undertook a qualitative summary, to highlight any discrepancies between cognitive functions. Results: IG children exhibited better skills than TD children in a number of domains, including attention, language, mathematics, verbal working memory, shifting, and social problem solving. However, the two groups had comparable skills in visuospatial processing, memory, planning, inhibition, and visual working memory, or facial recognition. Conclusion: Although IG children may have some strengths, many studies have failed to find differences between this population and their TD peers on many other cognitive measures. Just like any other children, they can display learning disabilities, which can be responsible for academic underachievement. Further studies are needed to better understand this heterogeneity. The present review provides pointers for overcoming methodological problems and opens up new avenues for giftedness research.

MULTI-DIMENSIONAL STUDY OF THE INTELLECTUALLY GIFTED ADOLESCENTS

2016 ◽  
pp. 1-15
Author(s):  
Meenakshi Bharaj
Keyword(s):  
Creative Thinking ◽  
Interpersonal Relations ◽  
Self Esteem ◽  
Gifted Children ◽  
Self Development ◽  
Intellectually Gifted ◽  
Senior Secondary Schools ◽  
Senior Secondary ◽  
Gifted Adolescents ◽  
Insight Into

The present study is aimed at studying some intellectual and non-intellectual endowments and characteristics of the intellectually gifted children and also to see how their self-development could be influenced by a planned orientation through lectures and exercises. 740 boys and 520 girls from five randomly selected senior secondary schools having IQ of 145 or above comprised the sample for study. Intelligence, interests, self-esteem, creativity, neuroticism and extraversion, anxiety and sociometric status were studied of such students. These students were given eight sessions of orientation consisting of lecture-cum-demonstration of communication skills, creative thinking and problem solving, leadership and initiative, self-motivation techniques, interpersonal relations and self-development. The results of the study show that gifted children need three things from their parents and teachers. These are (i) acceptance (ii) understanding and (iii) superior insight into problems given their ability for generalising, reasoning and dealing with abstraction. They learn readily and easily, have good memory to listen to. Parents must give active help to their child in assisting him/her to discover his/her assets and limitations - physical, mental and social and to match these with the requirements of different vocations.

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