Chingchih Kuo - Academia.edu (original) (raw)
Papers by Chingchih Kuo
Bulletin of Educational Psychology, 2020
This study investigated the educational connection, learning development, life adaption, and futu... more This study investigated the educational connection, learning development, life adaption, and future career of gifted students
in primary and secondary schools in Taiwan. Data were collected through the national Special Education Transmit Net, a collection of special education information in Taiwan, and the self-designed Taiwan Longitudinal Study and Gifted Support Network website after focus discussions with experts. Data of the connection between gifted education services and perspectives on learning adaptation of the gifted students in primary and secondary schools were also collected using an
online survey questionnaire. Each sub-questionnaire encompassed 12 core topics to track the students’ cross-stage development. It had good reliability and validity. Additionally, based on the care for disadvantaged students to receive gifted education services, this study investigated the ratio of twice-exceptional students to the total number of gifted students. The results of the questionnaire and analysis of variance (ANOVA) are presented as follows:
1. A lower rate of educational connection was found: 35.2% of primary school gifted students attended gifted programs in junior high schools, but the educational connection rate for the junior high school gifted students who attended to the senior high school gifted programs decreased to 24.0%.
2. Educational services helped the gifted students select their university major: 85.2% of mathematically and scientifically gifted students chose majors in the relevant fields of science and engineering; 86.8% of gifted students in the language art areas chose majors in the relevant fields of language and humanities.
3. Only 1% of all gifted students were identified as being gifted and having a disability in each of the education stages, which is lower than that identified in other countries.
4. The gifted respondents, irrespective of their learning stage, indicated that the program had a positive impact on their learning development, life adaption, and attitude toward future career.
5. Many differences were found in gifted student’s educational adaption in terms of gender and domains of giftedness, indicating different achievements among the students. Female gifted primary school students performed better than their male counterparts in terms of life adaption¸ unlike the senior high school gifted students. Additionally, mathematically and scientifically gifted senior high school students were better adjusted to life than those gifted in language and social sciences.
6. In general, primary school gifted students maintained a positive attitude toward learning development, life adaptation, and
future career compared with junior and senior high school gifted students. Suggestions are proposed based on the study results for managing and tracking gifted students’ education.
Bulletin of Educational Psychology, 2020
Mathematical and scientific talented (MST) students are often to thought to those who have high i... more Mathematical and scientific talented (MST) students are often to thought to those who have high intelligence (IQ).
Recently, many studies evaluating the neurological mechanism underlying mathematical and scientific talent indicate that
certain talents are associated with different brain structures. Furthermore, white matter microstructure is connected
differently in cases of mathematical and scientific talent and intelligence. However, research evaluating the relationship
between MST, IQ, and gray matter microstructure using the method of regional homogeneity is rare. To address this
issue, sixteen MST individuals with average age 20.91 (SD = 1.75) and 14 typically developed undergraduate with average
age 21.72 (SD = 0.92) were recruited to participate this research. Participants were recruited from the Departments of
Science, Electrical and Computer Engineering, Computer Science, Medicine, and Life Science and the Department of
Bio-resources and Agriculture of Taiwanese universities. The participants were assessed intelligence using the Wechsler
Adult Intelligence Scale-III and a resting-state brain approach. The present study was reviewed and approved by the
Research Ethics Center of Taipei Medical University of Taiwan. All the participants signed an informed consent before the
experiment began. The results demonstrated that for both the MST and control groups, intelligence and regional
homogeneity were positively correlated with the middle frontal gyrus, anterior cingulate, and thalamus. After controlling for
the influence of age and IQ, the local efficiencies of the frontal, parietal and temporal lobes, cingulate cortex, insula, and
thalamus were higher in the MST group than those in the control group. These results are consistent with portions of
the parieto-frontal integration theory that postulate that math-and science and intelligence work together in some brain
regions, but operate independently in others. The findings of the present study contribute to a further understanding of the different traits between high IQ and math- and science as well as way to identify different kinds of talents.
Universal Journal of Educational Research, 2019
Stable, positive relationships with colleagues or supervisors are difficult for students with aut... more Stable, positive relationships with colleagues or supervisors are difficult for students with autism spectrum disorder (ASD) to maintain. Little was known in teaching social skills of students with ASD in workplace, not mentioning for those who have ASD as well as talent traits. This pilot case study aimed to use a package of cognitive behavioral training, applied behavior analysis (ABA) guidelines, and secondary-tier generic video modeling to teach workplace social skills to five young adults with ASD and talent traits. The intervention lasted for 8 weeks, with 3 hours of intervention each week. Per ABA guidelines, the authors focused on the talent traits and preferred activities of the participants with ASD, and structured the training to include a reward system and opportunities to practice learned skills in the community. Analysis using nonparametric statistics revealed a significant difference between the means of pretest and posttest scores (Z = 2.032, p < .05) on a curriculum-based assessment. Significant improvements among the participants were noted on their assessments of all five target skills, on the teacher log, and through interviews. This study requires further replication with rigorous design to make causal conclusion.
Universal Journal of Educational Research, 2019
The preschool period is one of fast growth for a child's mental capacity and a key developmental ... more The preschool period is one of fast growth for a child's mental capacity and a key developmental period for their language, motion, and social interaction capabilities. Understanding children's learning characteristics helps us facilitate development of cognition for every child. In this study, we examined the creative and problem solving thinking of 8 young science talented children aged 4 to 6 through the dialogues and archives/ artworks in the classroom. Through this study, we hope to gain a better understanding of the characteristics of gifted young learners. The participated students in our study have attended an extra-curricular enrichment program with 2 hours of science class time per week for a total of 72 hours in one school year. The dialogues and archives/ artworks were collected from six units of science learning activities. All the oral data were videotape recorded, transcribed, validated, and coded by the researchers. The results showed that as compared to similar-age children, the participated children possessed keen observation ability and a wider general knowledge. They also exhibited superior verbal expressive, logical reasoning, elaborative, creative and flexible problem solving skills. In addition, the children were highly humorous and imaginative. Judging from the dialogues and performances, we believed that the earlier talented children are provided with appropriate programs and interaction with peers, the better their chances of fully actualizing their potential and enhancing higher order thinking skills.
Gifted Education International, 2020
The Bright Mind Project, sponsored by Morgan Stanley Taiwan and Chinese Association of Gifted Edu... more The Bright Mind Project, sponsored by Morgan Stanley Taiwan and Chinese Association of Gifted Education, was launched in 2004 and ended in 2018. With scholarships, living subsidies, enrichment courses, and counseling provided, this project was tailored for gifted senior high students of socioeconomically disadvantaged families in Taiwan. After the project ended in 2018, a retrospective tracking study was conducted to understand the students' feedback on the project. The findings suggest that students hold a positive attitude toward the project and think it is of great help to their academic performances at school and future careers. They also believe that, with the resources obtained from the project, they have broadened their horizons, enriched their life experiences, and adopted a positive attitude toward life. Finally, students also provided suggestions for the future project like this based on their personal experiences.
The “Enrichment Program for Cultivating Problem Solving Abilities and Multiple Intelligences for ... more The “Enrichment Program for Cultivating Problem Solving Abilities and Multiple Intelligences for Gifted Preschoolers” (PSMIGP program) was the first enrichment program for young gifted children in Taiwan. It was an extra-curricular program that was implemented over a 3-year period. The assessment and curriculum were designed by adapting the main part of the DISCOVER curriculum.
The purpose of this paper was to introduce the identification model and to analyze the participants’ performance in problem solving activities and in demonstrating their special talents. To offer enrichment services for gifted young children, the researchers developed an identification model to discover more young gifted children and serve their needs in learning, regardless of the nature of their talents, disabilities, or cultural or socio-economical status. All participating young children were screened in a three-stage process that included both objective and subjective assessments, including checklists, interviews, portfolio assessment, group intelligence tests, observation in the play corner, individual intelligence tests, and structured observation activities. It was also necessary to adjust the standardized test procedure to fit the needs of twice exceptional young children.
In total there were sixty-one preschoolers participated in this three-year program, including eleven twice exceptional children and one child from a new immigrant home. Among these sixty-one preschoolers, eight of them participated in two years of the program; the others only participated in one year of the program.
The results of this enrichment program found significant correlations among the measurement scores; the scores of teacher assessment of problem-solving abilities also showed that most students performed well on all five kinds of problem solving types. From children’s archives, participating children presented scientific thinking characteristics, such as rich knowledge with fascinating imagination and the ability to seek many approaches to solving problems. They were delighted to challenge others and pleased to be challenged. The twice exceptional children also performed well in the program, especially those children with autism whose progress in social skills and group adaptability were remarkable. In sum, the researchers in this program had a belief that children, whether gifted or not, did not get the satisfaction of making progress until they had opportunities to find and develop their potentials.
This study compared the cognitive profiles and social adjustment of mathematically and scientific... more This study compared the cognitive profiles and social adjustment of mathematically and scientifically talented (MST) students and students with Asperger's syndrome (AS) as compared to typically developing students. The applied instruments were the Wechsler Adult Intelligence Scale, 3 rd version, Me Scale II, Social Responsiveness Scale (SRS), Adult Autism Spectrum Quotient (AQ), and Autism Diagnostic Interview-Revised. Eighty-four male students, aged 15 to 26, were assigned to four groups according to a talent in mathematics and science, diagnosis of AS, and the IQ level. The results showed that the high-IQ MST group exhibited balanced development in cognitive and affective aspects, the average-IQ MST group demonstrated weakness in perceptual organization and working memory, and problems with social awareness and socialness, and the AS group had weakness in performance IQ, particularly in digit symbol-coding and symbol search and a wide-range of autistic-like social deficits (SRS) and autistic trait (AQ), and reported lower empathetic and higher emotional and creative overexcitability. Our findings support differential cognitive profiles and social adjustment between the MST and AS groups, and the influence of IQ on these manifestations in MST students. More attention should be paid to the social difficulty of average-IQ MST students in addition to AS students.
Learning and Individual Differences, 2013
The "Enrichment Program for Cultivating Problem Solving Abilities and Multiple Intelligences for ... more The "Enrichment Program for Cultivating Problem Solving Abilities and Multiple Intelligences for Gifted Preschoolers" (PSMIGP program) was the first enrichment program for young gifted children in Taiwan. It was an extra-curricular program that was implemented over a 3-year period. The assessment and curriculum were designed by adapting the main part of the DISCOVER curriculum. The purpose of this paper was to introduce the identification model and to analyze the participants' performance in problem solving activities and in demonstrating their special talents. To offer enrichment services for gifted young children, the researchers developed an identification model to discover more young gifted children and serve their needs in learning, regardless of the nature of their talents, disabilities, or cultural or socio-economical status. All participating young children were screened in a three-stage process that included both objective and subjective assessments, including checklists, interviews, portfolio assessment, group intelligence tests, observation in the play corner, individual intelligence tests, and structured observation activities. It was also necessary to adjust the standardized test procedure to fit the needs of twice exceptional young children. In total there were sixty-one preschoolers participated in this three-year program, including eleven twice exceptional children and one child from a new immigrant home. Among these sixty-one preschoolers, eight of them participated in two years of the program; the others only participated in one year of the program. The results of this enrichment program found significant correlations among the measurement scores; the scores of teacher assessment of problem solving abilities also showed that most students performed well on all five kinds of problem solving types. From children's archives, participating children presented scientific thinking characteristics, such as rich knowledge with fascinating imagination and the ability to seek many approaches to solving problems. They were delighted to challenge others and pleased to be challenged. The twice exceptional children also performed well in the program, especially those children with autism whose progress in social skills and group adaptability were remarkable. In sum, the researchers in this program had a belief that children, whether gifted or not, did not get the satisfaction of making progress until they had opportunities to find and develop their potentials.
The Korean Journal of Thinking & Problem Solving, 2008
Gifted Education International, 2011
Asia-Pacific Journal of Gifted and Talented Education, 2009
Researches of overexcitabilities (OEs) have been lately conducted in Taiwan since 2001. There hav... more Researches of overexcitabilities (OEs) have been lately conducted in Taiwan since 2001. There have been nine master theses and one study unpublished exploring OEs of gifted and talented students aged from elementary thru graduate levels. The main purpose of this article is to take a meta point of view analyzing results found in these researches. Some studies conducted OE patterns in gender, grade levels, categories of G/T, life adjustment, and love experience. Others explored relationships between OEs and emotional development levels, or those between OEs and creativities. Still others tried to create a self-rating OE scale and the scale of emotional development levels. Results compared to those of western studies, their implications and suggestions were also discussed.
Learning and Individual Differences, 2010
The "Enrichment Program for Cultivating Problem Solving Abilities and Multiple Intelligences for ... more The "Enrichment Program for Cultivating Problem Solving Abilities and Multiple Intelligences for Gifted Preschoolers" (PSMIGP program) was the first enrichment program for young gifted children in Taiwan. It was an extra-curricular program that was implemented over a 3-year period. The assessment and curriculum were designed by adapting the main part of the DISCOVER curriculum. The purpose of this paper was to introduce the identification model and to analyze the participants' performance in problem solving activities and in demonstrating their special talents. To offer enrichment services for gifted young children, the researchers developed an identification model to discover more young gifted children and serve their needs in learning, regardless of the nature of their talents, disabilities, or cultural or socio-economical status. All participating young children were screened in a three-stage process that included both objective and subjective assessments, including checklists, interviews, portfolio assessment, group intelligence tests, observation in the play corner, individual intelligence tests, and structured observation activities. It was also necessary to adjust the standardized test procedure to fit the needs of twice exceptional young children. In total there were sixty-one preschoolers participated in this three-year program, including eleven twice exceptional children and one child from a new immigrant home. Among these sixty-one preschoolers, eight of them participated in two years of the program; the others only participated in one year of the program. The results of this enrichment program found significant correlations among the measurement scores; the scores of teacher assessment of problem solving abilities also showed that most students performed well on all five kinds of problem solving types. From children's archives, participating children presented scientific thinking characteristics, such as rich knowledge with fascinating imagination and the ability to seek many approaches to solving problems. They were delighted to challenge others and pleased to be challenged. The twice exceptional children also performed well in the program, especially those children with autism whose progress in social skills and group adaptability were remarkable. In sum, the researchers in this program had a belief that children, whether gifted or not, did not get the satisfaction of making progress until they had opportunities to find and develop their potentials.
Bulletin of Educational Psychology, 2020
This study investigated the educational connection, learning development, life adaption, and futu... more This study investigated the educational connection, learning development, life adaption, and future career of gifted students
in primary and secondary schools in Taiwan. Data were collected through the national Special Education Transmit Net, a collection of special education information in Taiwan, and the self-designed Taiwan Longitudinal Study and Gifted Support Network website after focus discussions with experts. Data of the connection between gifted education services and perspectives on learning adaptation of the gifted students in primary and secondary schools were also collected using an
online survey questionnaire. Each sub-questionnaire encompassed 12 core topics to track the students’ cross-stage development. It had good reliability and validity. Additionally, based on the care for disadvantaged students to receive gifted education services, this study investigated the ratio of twice-exceptional students to the total number of gifted students. The results of the questionnaire and analysis of variance (ANOVA) are presented as follows:
1. A lower rate of educational connection was found: 35.2% of primary school gifted students attended gifted programs in junior high schools, but the educational connection rate for the junior high school gifted students who attended to the senior high school gifted programs decreased to 24.0%.
2. Educational services helped the gifted students select their university major: 85.2% of mathematically and scientifically gifted students chose majors in the relevant fields of science and engineering; 86.8% of gifted students in the language art areas chose majors in the relevant fields of language and humanities.
3. Only 1% of all gifted students were identified as being gifted and having a disability in each of the education stages, which is lower than that identified in other countries.
4. The gifted respondents, irrespective of their learning stage, indicated that the program had a positive impact on their learning development, life adaption, and attitude toward future career.
5. Many differences were found in gifted student’s educational adaption in terms of gender and domains of giftedness, indicating different achievements among the students. Female gifted primary school students performed better than their male counterparts in terms of life adaption¸ unlike the senior high school gifted students. Additionally, mathematically and scientifically gifted senior high school students were better adjusted to life than those gifted in language and social sciences.
6. In general, primary school gifted students maintained a positive attitude toward learning development, life adaptation, and
future career compared with junior and senior high school gifted students. Suggestions are proposed based on the study results for managing and tracking gifted students’ education.
Bulletin of Educational Psychology, 2020
Mathematical and scientific talented (MST) students are often to thought to those who have high i... more Mathematical and scientific talented (MST) students are often to thought to those who have high intelligence (IQ).
Recently, many studies evaluating the neurological mechanism underlying mathematical and scientific talent indicate that
certain talents are associated with different brain structures. Furthermore, white matter microstructure is connected
differently in cases of mathematical and scientific talent and intelligence. However, research evaluating the relationship
between MST, IQ, and gray matter microstructure using the method of regional homogeneity is rare. To address this
issue, sixteen MST individuals with average age 20.91 (SD = 1.75) and 14 typically developed undergraduate with average
age 21.72 (SD = 0.92) were recruited to participate this research. Participants were recruited from the Departments of
Science, Electrical and Computer Engineering, Computer Science, Medicine, and Life Science and the Department of
Bio-resources and Agriculture of Taiwanese universities. The participants were assessed intelligence using the Wechsler
Adult Intelligence Scale-III and a resting-state brain approach. The present study was reviewed and approved by the
Research Ethics Center of Taipei Medical University of Taiwan. All the participants signed an informed consent before the
experiment began. The results demonstrated that for both the MST and control groups, intelligence and regional
homogeneity were positively correlated with the middle frontal gyrus, anterior cingulate, and thalamus. After controlling for
the influence of age and IQ, the local efficiencies of the frontal, parietal and temporal lobes, cingulate cortex, insula, and
thalamus were higher in the MST group than those in the control group. These results are consistent with portions of
the parieto-frontal integration theory that postulate that math-and science and intelligence work together in some brain
regions, but operate independently in others. The findings of the present study contribute to a further understanding of the different traits between high IQ and math- and science as well as way to identify different kinds of talents.
Universal Journal of Educational Research, 2019
Stable, positive relationships with colleagues or supervisors are difficult for students with aut... more Stable, positive relationships with colleagues or supervisors are difficult for students with autism spectrum disorder (ASD) to maintain. Little was known in teaching social skills of students with ASD in workplace, not mentioning for those who have ASD as well as talent traits. This pilot case study aimed to use a package of cognitive behavioral training, applied behavior analysis (ABA) guidelines, and secondary-tier generic video modeling to teach workplace social skills to five young adults with ASD and talent traits. The intervention lasted for 8 weeks, with 3 hours of intervention each week. Per ABA guidelines, the authors focused on the talent traits and preferred activities of the participants with ASD, and structured the training to include a reward system and opportunities to practice learned skills in the community. Analysis using nonparametric statistics revealed a significant difference between the means of pretest and posttest scores (Z = 2.032, p < .05) on a curriculum-based assessment. Significant improvements among the participants were noted on their assessments of all five target skills, on the teacher log, and through interviews. This study requires further replication with rigorous design to make causal conclusion.
Universal Journal of Educational Research, 2019
The preschool period is one of fast growth for a child's mental capacity and a key developmental ... more The preschool period is one of fast growth for a child's mental capacity and a key developmental period for their language, motion, and social interaction capabilities. Understanding children's learning characteristics helps us facilitate development of cognition for every child. In this study, we examined the creative and problem solving thinking of 8 young science talented children aged 4 to 6 through the dialogues and archives/ artworks in the classroom. Through this study, we hope to gain a better understanding of the characteristics of gifted young learners. The participated students in our study have attended an extra-curricular enrichment program with 2 hours of science class time per week for a total of 72 hours in one school year. The dialogues and archives/ artworks were collected from six units of science learning activities. All the oral data were videotape recorded, transcribed, validated, and coded by the researchers. The results showed that as compared to similar-age children, the participated children possessed keen observation ability and a wider general knowledge. They also exhibited superior verbal expressive, logical reasoning, elaborative, creative and flexible problem solving skills. In addition, the children were highly humorous and imaginative. Judging from the dialogues and performances, we believed that the earlier talented children are provided with appropriate programs and interaction with peers, the better their chances of fully actualizing their potential and enhancing higher order thinking skills.
Gifted Education International, 2020
The Bright Mind Project, sponsored by Morgan Stanley Taiwan and Chinese Association of Gifted Edu... more The Bright Mind Project, sponsored by Morgan Stanley Taiwan and Chinese Association of Gifted Education, was launched in 2004 and ended in 2018. With scholarships, living subsidies, enrichment courses, and counseling provided, this project was tailored for gifted senior high students of socioeconomically disadvantaged families in Taiwan. After the project ended in 2018, a retrospective tracking study was conducted to understand the students' feedback on the project. The findings suggest that students hold a positive attitude toward the project and think it is of great help to their academic performances at school and future careers. They also believe that, with the resources obtained from the project, they have broadened their horizons, enriched their life experiences, and adopted a positive attitude toward life. Finally, students also provided suggestions for the future project like this based on their personal experiences.
The “Enrichment Program for Cultivating Problem Solving Abilities and Multiple Intelligences for ... more The “Enrichment Program for Cultivating Problem Solving Abilities and Multiple Intelligences for Gifted Preschoolers” (PSMIGP program) was the first enrichment program for young gifted children in Taiwan. It was an extra-curricular program that was implemented over a 3-year period. The assessment and curriculum were designed by adapting the main part of the DISCOVER curriculum.
The purpose of this paper was to introduce the identification model and to analyze the participants’ performance in problem solving activities and in demonstrating their special talents. To offer enrichment services for gifted young children, the researchers developed an identification model to discover more young gifted children and serve their needs in learning, regardless of the nature of their talents, disabilities, or cultural or socio-economical status. All participating young children were screened in a three-stage process that included both objective and subjective assessments, including checklists, interviews, portfolio assessment, group intelligence tests, observation in the play corner, individual intelligence tests, and structured observation activities. It was also necessary to adjust the standardized test procedure to fit the needs of twice exceptional young children.
In total there were sixty-one preschoolers participated in this three-year program, including eleven twice exceptional children and one child from a new immigrant home. Among these sixty-one preschoolers, eight of them participated in two years of the program; the others only participated in one year of the program.
The results of this enrichment program found significant correlations among the measurement scores; the scores of teacher assessment of problem-solving abilities also showed that most students performed well on all five kinds of problem solving types. From children’s archives, participating children presented scientific thinking characteristics, such as rich knowledge with fascinating imagination and the ability to seek many approaches to solving problems. They were delighted to challenge others and pleased to be challenged. The twice exceptional children also performed well in the program, especially those children with autism whose progress in social skills and group adaptability were remarkable. In sum, the researchers in this program had a belief that children, whether gifted or not, did not get the satisfaction of making progress until they had opportunities to find and develop their potentials.
This study compared the cognitive profiles and social adjustment of mathematically and scientific... more This study compared the cognitive profiles and social adjustment of mathematically and scientifically talented (MST) students and students with Asperger's syndrome (AS) as compared to typically developing students. The applied instruments were the Wechsler Adult Intelligence Scale, 3 rd version, Me Scale II, Social Responsiveness Scale (SRS), Adult Autism Spectrum Quotient (AQ), and Autism Diagnostic Interview-Revised. Eighty-four male students, aged 15 to 26, were assigned to four groups according to a talent in mathematics and science, diagnosis of AS, and the IQ level. The results showed that the high-IQ MST group exhibited balanced development in cognitive and affective aspects, the average-IQ MST group demonstrated weakness in perceptual organization and working memory, and problems with social awareness and socialness, and the AS group had weakness in performance IQ, particularly in digit symbol-coding and symbol search and a wide-range of autistic-like social deficits (SRS) and autistic trait (AQ), and reported lower empathetic and higher emotional and creative overexcitability. Our findings support differential cognitive profiles and social adjustment between the MST and AS groups, and the influence of IQ on these manifestations in MST students. More attention should be paid to the social difficulty of average-IQ MST students in addition to AS students.
Learning and Individual Differences, 2013
The "Enrichment Program for Cultivating Problem Solving Abilities and Multiple Intelligences for ... more The "Enrichment Program for Cultivating Problem Solving Abilities and Multiple Intelligences for Gifted Preschoolers" (PSMIGP program) was the first enrichment program for young gifted children in Taiwan. It was an extra-curricular program that was implemented over a 3-year period. The assessment and curriculum were designed by adapting the main part of the DISCOVER curriculum. The purpose of this paper was to introduce the identification model and to analyze the participants' performance in problem solving activities and in demonstrating their special talents. To offer enrichment services for gifted young children, the researchers developed an identification model to discover more young gifted children and serve their needs in learning, regardless of the nature of their talents, disabilities, or cultural or socio-economical status. All participating young children were screened in a three-stage process that included both objective and subjective assessments, including checklists, interviews, portfolio assessment, group intelligence tests, observation in the play corner, individual intelligence tests, and structured observation activities. It was also necessary to adjust the standardized test procedure to fit the needs of twice exceptional young children. In total there were sixty-one preschoolers participated in this three-year program, including eleven twice exceptional children and one child from a new immigrant home. Among these sixty-one preschoolers, eight of them participated in two years of the program; the others only participated in one year of the program. The results of this enrichment program found significant correlations among the measurement scores; the scores of teacher assessment of problem solving abilities also showed that most students performed well on all five kinds of problem solving types. From children's archives, participating children presented scientific thinking characteristics, such as rich knowledge with fascinating imagination and the ability to seek many approaches to solving problems. They were delighted to challenge others and pleased to be challenged. The twice exceptional children also performed well in the program, especially those children with autism whose progress in social skills and group adaptability were remarkable. In sum, the researchers in this program had a belief that children, whether gifted or not, did not get the satisfaction of making progress until they had opportunities to find and develop their potentials.
The Korean Journal of Thinking & Problem Solving, 2008
Gifted Education International, 2011
Asia-Pacific Journal of Gifted and Talented Education, 2009
Researches of overexcitabilities (OEs) have been lately conducted in Taiwan since 2001. There hav... more Researches of overexcitabilities (OEs) have been lately conducted in Taiwan since 2001. There have been nine master theses and one study unpublished exploring OEs of gifted and talented students aged from elementary thru graduate levels. The main purpose of this article is to take a meta point of view analyzing results found in these researches. Some studies conducted OE patterns in gender, grade levels, categories of G/T, life adjustment, and love experience. Others explored relationships between OEs and emotional development levels, or those between OEs and creativities. Still others tried to create a self-rating OE scale and the scale of emotional development levels. Results compared to those of western studies, their implications and suggestions were also discussed.
Learning and Individual Differences, 2010
The "Enrichment Program for Cultivating Problem Solving Abilities and Multiple Intelligences for ... more The "Enrichment Program for Cultivating Problem Solving Abilities and Multiple Intelligences for Gifted Preschoolers" (PSMIGP program) was the first enrichment program for young gifted children in Taiwan. It was an extra-curricular program that was implemented over a 3-year period. The assessment and curriculum were designed by adapting the main part of the DISCOVER curriculum. The purpose of this paper was to introduce the identification model and to analyze the participants' performance in problem solving activities and in demonstrating their special talents. To offer enrichment services for gifted young children, the researchers developed an identification model to discover more young gifted children and serve their needs in learning, regardless of the nature of their talents, disabilities, or cultural or socio-economical status. All participating young children were screened in a three-stage process that included both objective and subjective assessments, including checklists, interviews, portfolio assessment, group intelligence tests, observation in the play corner, individual intelligence tests, and structured observation activities. It was also necessary to adjust the standardized test procedure to fit the needs of twice exceptional young children. In total there were sixty-one preschoolers participated in this three-year program, including eleven twice exceptional children and one child from a new immigrant home. Among these sixty-one preschoolers, eight of them participated in two years of the program; the others only participated in one year of the program. The results of this enrichment program found significant correlations among the measurement scores; the scores of teacher assessment of problem solving abilities also showed that most students performed well on all five kinds of problem solving types. From children's archives, participating children presented scientific thinking characteristics, such as rich knowledge with fascinating imagination and the ability to seek many approaches to solving problems. They were delighted to challenge others and pleased to be challenged. The twice exceptional children also performed well in the program, especially those children with autism whose progress in social skills and group adaptability were remarkable. In sum, the researchers in this program had a belief that children, whether gifted or not, did not get the satisfaction of making progress until they had opportunities to find and develop their potentials.