Talented intellectual is a significantly higher intellectual ability than average. These are characteristically diverse children, which motivate differences in school programming. It is thought to survive as a trait into adult life, with various consequences studied in longitudinal studies of gifts in the last century. There is no commonly agreed talent definition for children or adults, but most school placement decisions and most longitudinal studies during individual life have followed people with IQ in the top 2 percent of the population - that is, IQs above 130. The definition of talent also vary across cultures.
Various definitions of intellectual talent include general high ability or special abilities. For example, by some definitions, an intellectually gifted person may have a surprising talent for mathematics without an equally strong language. In particular, the relationship between artistic ability or musical ability and high academic ability usually associated with high IQ scores is still explored, with some authors referring to all these high-ability forms as "giftedness", while other authors distinguish "giftedness" from " talent. "There is still much controversy and much research on the topic of how adult performance unfolds from childhood differences, and other educational and other support support that best help the development of adult talent.
Video Intellectual giftedness
Identify
Overview
The first talent identification emerged after the development of an IQ test for school placement. It has since become an important issue for schools, because gifted student instruction often presents special challenges. During the 20th century, gifted children were often classified through IQ tests; other identification procedures have been proposed but are only used in a small number of cases in most public schools in the English-speaking world. Developing a useful identification procedure for students who can benefit from a more challenging school curriculum is an ongoing problem in school administration.
Because of the key role that gifted education programs play in the school of identification of gifted individuals, both children and adults, it is important to examine how schools define the term "gifted".
Definition
For years, psychometrics and psychologists, following Lewis Terman's footsteps in 1916, equated talents with high IQ. This "legacy" lasts to this day, in that gift and high IQ continues to be equated in some concepts of gifts. Since then, however, other researchers (eg, Raymond Cattell, J. P. Guilford, and Louis Leon Thurstone) have argued that intelligence can not be expressed in the same way, and has suggested a more multifaceted approach to intelligence.
Research conducted in the 1980s and 1990s has provided data that support the idea of ​​several components for intelligence. This is particularly evident in the reexamination of "talents" by Sternberg and Davidson in their collection of articles Conceptions of Giftedness (1986; second edition 2005). Many different conceptions of the talents that are presented, though different, are interrelated in several ways. Most researchers define talent in terms of double quality, not all of them intellectual. IQ scores are often viewed as an inadequate measure of gift. Motivation, high self-concept, and creativity are key qualities in many conceptions of this expanded gift.
The definition of the "three rings" of Joseph Renzulli (1978) of the gift is one of the often-mentioned conceptualizations of gifts. The definition of Renzulli, which defines gifted behavior rather than gifted individuals, consists of the following three components: Talented behavior consists of behaviors that reflect interactions between three basic groups of human nature - above average ability, high level of task commitment, and high levels of creativity. Individuals who are capable of developing gifted behavior are those who have or are able to develop this aggregate pool of properties and apply them to any potentially valuable field of human performance. People who manifest or are able to develop interactions among three groups require opportunities and educational services that are not normally provided through regular learning programs.
In Identifying Gifted Children: A Practical Guide , Susan K. Johnsen explains that gifted children all exhibit high performance potential in areas that are included in the federal definition of gifted and gifted United States students:
There is a statistical definition of the federal government of gifted and talented students in the United States.
The term "gifted and gifted" when used in terms of students, children, or adolescents means students, children, or adolescents who provide evidence of high performing abilities in areas such as intellectual, creative, artistic, or leadership abilities, or in academia certain areas, and who need services or activities that are not normally provided by schools to develop such capabilities completely. "(PL 103-382, Title XIV, p388)
This definition has been adopted partly or entirely by the majority of each state in the United States (which has primary responsibility for education policy compared to the federal government). Most states have definitions similar to those used in the State of Texas:
"gifted and talented students" means a child or teenager who appears on or shows the potential to perform at a very high level of achievement when compared to others who have the same age, experience, or environment, and who
- demonstrate high performing abilities in the intellectual, creative, or artistic field;
- has an unusual leadership capacity; or
- excels in a particular academic field. "(The 74th Legislative Council of the State of Texas, Chapter 29, Sub-chapter D, Section 29.121)
The main characteristics of this definition are (a) the diversity of areas where performance can be exhibited (eg, intellectual, creativity, artistic, leadership, academic), (b) comparison with other groups (eg, in public education or age, or the same environment); and (c) the use of terms that imply the need for prize development (eg capability and potential).
Identification method
Many schools use various assessments of abilities and potential students when identifying gifted children. This may include student work portfolios, classroom observations, achievement tests, and IQ test scores. Most educational professionals accept that there is no single criterion that can be used separately to accurately identify a gifted child.
One of the criteria used in the identification may be the IQ test score. Until the late 1960s, when "talent" was determined by an IQ score, the school district only set an arbitrary score (usually in the 130 range) and a student did or did not "make pruning". No longer accepted today in academia; However, it is still used by many school districts because it is simple and not entirely without achievement. Although a high IQ score is not the only indicator of talent, usually if a student has a very high IQ, it is a significant indicator of high academic potential. Because of this consideration, if a student scores high on an IQ test, but works at an average or below average academically, school officials may think that the problem requires further investigation as an example of underachievement. However, scholars of educational tests show that the test-taker scores on each of the two tests may vary, so lower scores on achievement tests than on IQ tests do not necessarily indicate that test takers are achievers or of course that the school curriculum is less challenging.
IQ classifications vary from one publisher to another. IQ tests do not have the validity to determine the sequence of test takers at a higher IQ level, and may be only effective in determining whether a student is gifted rather than differentiating between talent levels. The Wechsler test has a standard 160 standard ceiling. Currently, the WECsler and adult IQ test is by far the most commonly used IQ test in hospitals, schools, and personal psychological practices. Older versions of the Stanford-Binet test, now out of date, and the Cattell IQ test intended to produce an IQ score of 180 or higher, but the score is not worth the score on the currently normalized test. The Third Revision of Stanford-Binet (Form L-M) produces a consistently higher numerical score for the same test taker than the score obtained on the current test. This has prompted some authors on the identification of gifted children to promote the long-worn Stanford-Binet LM form, as the only test with enough ceilings to identify highly and highly talented, though Stanford-Binet LM never normed on a representative national sample. Because the instruments are outdated, the current results from Stanford-Binet L-M result in increased and inaccurate values. The IQ assessment of younger children remains debatable.
While many people believe that gifts are a very clear quantitative distinction, measurable by IQ tests, some authors of the "experience of being" have described talents as fundamentally different ways of understanding the world, which in turn affect every experience possessed by individuals who talented. This view is doubtful by some experts who have studied gifted children in a longitudinal way.
Cross culture
Characteristics and attributes related to gifts vary between cultures. While intelligence is very important in the West and some other cultures, such emphasis is inconsistent throughout the world. For example, in Japan, there is more value placed on individual motivation and perseverance. When Japanese students are given assignments, they attribute success to factors such as effort, while American students tend to link success with ability. Similarly, when Japanese students fail, they call failure by lack of effort. On the other hand, American students believe failure is due to lack of ability. There is a conception in Kenyan Rural that identifies four types of intelligence: initiative (paro), knowledge and skills (rieko), respect (luoro), and an understanding of how to deal with real life issues (winjo). Chan cites Chinese belief that the aspect of the gift is innate, but that one can become gifted through diligence, perseverance, and learning. Not every intellectually gifted person displays every visible characteristic.
There are many reasons gifted students who have diverse backgrounds are not as successful as Western intelligence/achievement tests:
- Not used to answering questions just for the purpose of demonstrating knowledge - they must use their knowledge to respond to the original problem.
- May perform poorly on paper and pencil duty in artificial laboratory settings.
- May perform poorly on culturally biased tests, especially if they are not their own.
- Test anxiety or suffer stereotyped threats.
Many traits that show intellectual talent are identified in many cultures, such as:
- Displays advanced reasoning and creative thinking, generating ideas beyond the norm
- Intellect and adaptable
- Highly motivated to understand the world
- Well-developed vocabulary in native language
- Learn concepts quickly, and build/develop these concepts
- A strong sense of justice and morality
- Showing leadership skills in various ways, such as persuasion, taking initiative, and leading by example
- Understand and use humor beyond their age
Maps Intellectual giftedness
Development theory
Gifted children can develop asynchronously: their minds are often ahead of their physical growth, and specific cognitive and emotional functions are often developed differently (or at different levels) at different stages of development. One of the most frequently cited examples of asynchronicity in early cognitive development was Albert Einstein, who did not speak until the age of four, but then his smoothness and accomplishment belied this initial delay. Cognitive psychologist and scientist Steven Pinker theorized that, instead of seeing the achievements of adults (and other talented, talkative people) spoken by adults as something different from, or even, the deficiency of the original language, rather than seeing language delays Einstein himself as a "disturbance", perhaps Einstein's genius and his delays in speaking are intrinsic developments with each other.
It is said that gifted children can advance faster through the stages set by post-Freudian development experts such as Jean Piaget. Talented individuals also experience the world differently, producing certain social and emotional problems.
Francoy Gagne (2000) Different Gifted Gifted and Talented Models (DMGT) is a developmental theory that distinguishes talent from talent, offers an explanation of how a remarkable natural ability (gift) evolves into a specialist skill (talenta ). According to the DMGT theory, "one can not be gifted without first being gifted, or almost so." There are six components that can interact in countless and unique ways that drive the process of moving from having a natural ability (talent) to a systematically developed skill.
These components consist of prize (G) itself, chance (C), environmental catalyst (EC), intrapersonal catalyst (IC), learning/practice (LP) and results from talent (T). It is important to know that (C), (IC), and (EC) can facilitate but also can inhibit learning and training to be gifted. Learning/practice is a moderator. Through interaction, both environmental and intrapersonal influences the learning process and practice together/without the possibility that the natural ability is transformed into talent.
The theory of multiple intelligences
Multiple intelligences have been associated with talents or advantages of several areas of development (Colangelo, 2003). Multiple intelligences have been described as attitudes toward learning, not technique or strategy (Cason, 2001).
Howard Gardner proposes in the Frames of Mind (Gardner 1983/1994) that intellectual talent may be present in other areas of a peculiar intellectual realm. The concept of multiple intelligences (MI) makes the field aware of the potential for additional strength and proposes a variety of curricular methods. Gardner argues that there are eight intelligences, or different areas in which people assimilate or learn about the world around them: interpersonal, intrapersonal, kinesthetic-body, linguistic, logical-mathematical, musical, naturalistic, and spatial-visual.
If Multiple Intelligence Theory is applied to the curriculum of education, by providing lesson plans, themes, and programs in a way that all students are encouraged to develop their stronger areas, and at the same time educators provide opportunities to improve the learning process in less powerful areas, academic success can be achieved for all children in the school system.
The most common criticism of MI Gardner's theory is "belief by experts that each of the seven multiple intelligences is actually a cognitive style rather than a stand-alone construct". Others assume this theory is not empirical enough. This perspective has also been criticized on the ground that it is ad hoc: that Gardner does not extend the definition of the word "intelligence", but rather denies the existence of traditionally understood intelligence, and instead uses the word "intelligence" others traditionally use words like "ability" and "talent".
Identifying gifted students with MI is a challenge since there are no simple tests to be given to determine MI talents. Assessing with observations is potentially most accurate, but potentially highly subjective. MI theory can be applied to not only gifted students, but can be a lens through which all students can be assessed. This more global perspective can lead to more child-centered instruction and meet the needs of a large number of children (Colangelo, 2003).
Characteristics
Generally, gifted or proficient students learn faster, deeper, and broader than their peers. They can learn to read earlier and grow at the same level as normal, much older children. Gifted students also tend to exhibit high reasoning abilities, creativity, curiosity, great vocabulary, and excellent memory. They can often master the concept with multiple repetitions. They may also be perfectionists, and often question authority. Some have problems related to or communicating with their peers due to differences in vocabulary size (especially in the early years), personality, interests, and motivation. As children, they may prefer older children's companies or adults.
Goodness is often not distributed evenly throughout the intellectual sphere. One gifted student can excel in solving logic problems but becomes a bad spelling. Others may be able to read and write at a level well above average but have problems with math.
It is possible that there are different types of gifts with their own unique features, just as there are different types of developmental delays.
Gifted people can be real to individuals at various points of development. While early development (ie speaking or reading at a very young age) usually comes with a gift, it is not a determinant of talent.
Savantism
Savants are individuals who perform amazingly in one area of ​​learning. More often savant and savantism describe people with a field of learning that goes far beyond what is considered normal, even among gifted communities. Autistic savantism refers to the extraordinary ability sometimes shown by people with autism or other pervasive developmental disorders. The term was introduced in a 1978 article in Psychology Today that describes this condition.
Gifted minority students in the United States
While white students represent the vast majority of students enrolled in gifted programs, black and Hispanic students represent a lower percentage of their enrollment in school. For example, statistics from 1993 show that in the US black students represent 16.2% of public school students, but only 8.4% of students enrolled in gifted education programs. Similarly, while Hispanic students represent 9% of public school students, these students represent only 4.7% of those identified as gifted. However, Asian students make up only 3.6% of the student body, but constitute 14% in gifted programs.
In their 2004 study, "Addressing the Achievement Gap Between Minorities and Non-Minority Children by Increasing Access to Gifted Programs" Olszewski-Kubilius et al. write that minority students "are less likely to be nominated by teachers as potential candidates for gifted programs and, if nominated, are less likely to be selected for the program, especially when traditional measures such as IQ and achievement tests are used for identification.
This lack of students in gifted programs is associated with many factors including cultural bias of testing procedures, population differences in IQ, selective referral and educator bias, and dependence on the deficit-based paradigm. To address injustice in the assessment procedure, the researcher suggests the use of some alternative testing and test methods, such as performance-based performance measurement, oral expressive measures and non-verbal ability assessment (such as Naglieri Nonverbal Abilities Tests (NNAT)) or Analog Raven Matrix Tests ).
According to data from 2013 to 2014 collected by the Civil Rights Office of the Ministry of Education, white students have more opportunities and exposures to attend schools that offer gifted and talented educational programs (GATE) than racial and ethnic minority students, particularly Black and Latin students. Data collected by the Office of the Department of Civil Rights of the Ministry of Education also revealed that racial/ethnic minority students are underrepresented in gifted and talented education programs. Forty-nine percent of all students enrolled in schools that offer the White GATE program. While 42% of all students enrolled in schools that offer GATE programs are Latino and Black. Thus revealing that white people have more opportunities to be part of the school that offers the GATE program. The problem is in this GATE program, 29% of students are Latino and Black and 57% are white (US Department of Education, 2016). The proportion of student representation is as expected based on the difference in population-level IQ scores.
Weinstein's (2002) states that some teachers recommend racial minority students - with the exception of Asian students - for special education and remedial classes more often than gifted and talented classes because of the expectation bias of teachers placed on racial minority students. Teachers 'expectations of their students' academic performance affect how students perceive themselves. If a teacher wishes to be more academically successful than a particular student, these students tend to display behavior and work ethics that will differentiate them from others in a positive light. Whereas if a teacher only expects a minimum of his students, the students will only do what is expected of them (Weinstein, 2002).
Racial minority students who are deemed less fortunate than their peers in terms of socioeconomic status tend to have less supportive relationships with their teachers (Fitzpatrick, 2015). Because of this lack of support, teachers do not expect these disadvantaged students to go beyond it, therefore they are often overlooked when it comes to the nomination of gifted and talented education programs. Research shows that teacher expectation bias can also be reduced by matching the racial demographics of students with teachers. Gershenson and colleagues (2016) found that non-Black teachers had low expectations of their black students specifically in relation to male students and black mathematics. In fact, black teachers have high expectations of black male students in mathematics. These findings suggest that racial diversity in our educators is a positive step toward a decreasing teacher expectation bias.
Weinstein and colleagues (1991) aim to change the low expectations inherent in racial minority students from urban high schools that place many Black and Latino students in remedial courses rather than college preparatory or honors classes. This study aims to prepare these racial minority students for academic work at the academic level while studying in secondary school. With teachers' positive attitudes toward students and greater teacher self-efficacy, students are on track to be recommended for remedial classes where performing at advanced academic levels after 2 years of intervention. They are also more involved in leadership roles in their high school. This study supports the claim that teacher expectations contribute to how a student sees itself in terms of achievement (Weinstein et al., 1991).
Gifted students are successful in color when multicultural content is included in the curriculum and furthermore when the curriculum itself is designed to be culturally and linguistically compatible. Culturally diverse curricula and instructions encourage gifted minority students to experience a sense of belonging and validation as scholars. Moreover, the role of educators in this process is significant as Lee et al. argues that "students 'awareness and understanding of students' racial and cultural differences and their ability to incorporate multicultural perspectives into curricular content and instructional techniques can counter the misfortune of gifted minority students to become one of the few minority students in gifted programs."
Twice-awesome
The two-term term was coined by James J. Gallagher to show gifted and disabled students. In other words, students who are twice as extraordinary are those who have two special needs. For example, they may have a gifted learning need and learning disabilities, such as attention deficit disorder. Or, they may be a gifted learner and have developmental disabilities, such as autism spectrum disorders.
People have known two outstanding students for thirty years; However, program identification and strategy remains unclear. These students represent a unique challenge to the education system. Teachers and educators should create special accommodations for their learning deficits (such as remediation), but tailor the curriculum to meet their advanced learning needs (eg, through acceleration or enrichment). Twice exceptional students are considered risky because they are hidden in the general population of their educational environment, and are often seen as underachieving or average learners.
Early identification and intervention are essential; However, the talent in a population of twice-extraordinary is often identified later than in the average population because it is covered by a disability. Defects may include weakness of hearing process, sensory motor integration problems, visual vision difficulties, spatial disorientation, dyslexia, and attention deficit. The recognition of learning difficulties among the gifted is made very difficult because of their ability to compensate. Among the signs that students may be twice-extraordinary are the apparent inconsistencies between ability and outcome, deficits in memory and short-term attention, and negative behaviors such as being sarcastic, negative, or aggressive.
The prodigy that shows the quality to be twice-extraordinary may face additional difficulty. With insight at a young age, it is possible for them to be always aware of the risk of failure. This can damage their emotional state and academic achievement. If a child understands the subject well, but because developmental disorder receives a bad grade in the subject, the child may have trouble understanding why there is little success in that subject.
Social and emotional issues
Isolation
Social isolation is a common feature of gifted individuals, especially those who do not have a gifted social network. To gain popularity, gifted children will often try to hide their ability to win social approval. Strategies include achievement (discussed below) and use of less sophisticated vocabulary when in the same peer than when among family members or other trusted individuals.
Some believe that the isolation experienced by gifted individuals is not caused by the gift itself, but by the community's response to the bounty and scarcity of peers. Plucker and Levy have noted that, "in this culture, there seems to be enormous pressure for people to become 'normal' with a considerable stigma associated with talent or talent." To address this problem, gifted education professionals recommend creating peer groups based on the same interests and abilities. The earlier this happens, the more effective it is to prevent isolation.
Research shows that gifted adolescents may have deficiencies in social assessment, mentalization, and social adaptive learning.
Perfectionism
Perfectionism, though considered to have many positive aspects, can be another problem for gifted individuals. This is driven by the fact that talented individuals tend to be successful in many ways they do.
Healthy perfectionism refers to having a high standard, a desire to achieve, a conscience, or a high level of responsibility. This tends to be a virtue rather than a problem, even if gifted children may have difficulty with healthy perfectionism because they set standards that will fit their mental age (the level at which they think), but they can not always meet them because they tied to a younger body, or a restrictive social environment. In such cases, outsiders can name some behavioral perfectionism, while for the gifted this may be their standard. It has been said that perfectionism "becomes desirable when it stimulates the pursuit of healthy excellence."
Some believe that perfectionism can become unhealthy. Unhealthy perfectionism stems from equating one's worth as a human with one's achievement, and the concurrent belief that any deficient work is unacceptable and will lead to criticism. Because perfection in most human activities is not desirable, nor is it possible, this cognitive distortion creates self-doubt, performance anxiety and eventual delay.
Unhealthy perfectionism can be triggered or exaggerated by parents, siblings or classmates with good or bad intentions. Parents are usually proud and will extensively praise the gifted child. On the other hand, siblings, friends and school bullies will generally become jealous of the intellectual appropriateness of gifted children and tease him about his minor imperfections in work, strength, dress, appearance, or behavior. One approach - positive reinforcement of parents, or negative reactions from relatives and friends for minor mistakes - will encourage these children to consider their value to their peers equal to their abilities and perceive imperfections as serious defects within them. This unhealthy perfectionism can be exaggerated when children attack those who have mocked it with their own weapons, that is, their lower ability, creating an insult in themselves for low or even average performance.
There are many theories that try to explain the correlation between perfectionism and talent. Perfectionism is a problem because it frustrates and hampers achievement.
D. E. Hamachek identifies six specific and overlapping behavioral types associated with perfectionism. They include:
- Depression
- The annoying feeling of "I should be"
- Shame and guilt
- Facial avoidance behavior
- Shame and delay
- Self-denial.
Underachievement
There is often a striking gap between the abilities of gifted individuals and their actual achievements. Many gifted students will perform very well on standardized tests or reasoning, only to fail in the classroom exams. This gap can be caused by various factors, such as the loss of interest in the class is too easy or negative social consequences are considered smart. Achievement can also be caused by emotional or psychological factors, including depression, anxiety, perfectionism, or self-sabotage.
The often overlooked contribution to underachievement is an undiagnosed learning difference. A talented person tends to be diagnosed with learning disorders rather than an unmarried classmate, as gifted children can better offset their shortcomings. This masking effect is handled by understanding that the difference from one standard deviation between scores is a learning disability even if all scores are above average.
In addition, many gifted students may lack confidence as they have grown to believe that because of their intelligence, things should always come easily to them, and thus may be left behind from their unprofessional colleagues in a work ethic that needed to learn things that did not come. immediately to them.
Some gifted children may not realize they are gifted, and not just average. One effective way to try to reverse underachievement in gifted children includes educating teachers to provide enrichment projects based on students' strengths and interests without drawing negative attention from peers.
Depression
It has been thought in the past that there is a correlation between talent and depression. This is not an established research finding. As Reis and Renzulli have mentioned,
With the exception of gifted creative gifted adolescents in writing or visual arts, the study did not confirm that gifted individuals showed a much higher or lower level of depression or severity than they were for the general population. The cognitive abilities of gifted children, social isolation, sensitivity, and uneven development can cause them to face some challenging social and emotional issues, but their problem-solving skills, advanced social skills, moral reasoning, out-of-school interests, and satisfaction in achievement can help them become more resilient.
Source of the article : Wikipedia
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