From the Activation of Hidden Talents to Promoting Highly Gifted Students “Von der Aktivierung der Begabungsreserven zur Hochbegabtenförderung” (original) (raw)
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The Nature and Development of Giftedness
1991
Following a short discussion of conceptual and theoretical problems of giftedness, the methodological foundations and selected results of a (presently) four year longitudinal study are presented. This study is based on a multidimensional concept of giftedness: intelligence, creativity, social competence, musical ability, psychomotor ability (or practical intelligence). Both academic achievements and leisure activities, as well as cognitive and motivational personality factors and school and family socialisation conditions relevant to giftedness, were studied. During the second project phase developmental aspects and achievement analyses of gifted and normal students aged 6 to 18 years were the central aspects of the study. Finally, methodological problems in the identification of gifted children and adolescents as well as consequences for the nurturing of giftedness are discussed.
Roeper Review, 1993
In this article, the study's multidimensional and typographical conception of giftedness is explained. After a short overview, results concerning the validation of the multidimensional giftedness model as well as attempts to establish a giftedness typology are presented. While the multidimensional model proved to be useful for predicting achievement behavior, the typological attempts failed. Finally, it is demonstrated that intelligent and creatively gifted students differ strongly in their achievement behavior. Consequences for fostering the gifted, especially the creatives, in school are discussed.
2013
The Munich Longitudinal Giftedness Study (MLGS), originally carried out from 1985 to 1989 and completed by two follow-ups in the nineties, focused on three aims in the first project phase and on five aims in the second phase. From the midnineties to the end of 2010, many consecutive studies based on the theoretical and empirical results of the MLGS have been implemented at the Center for the Study of Giftedness at Ludwig Maximilians University (LMU) of Munich. First of all, the “Munich Model of Giftedness” (MMG) and the extended version “Munich Dynamic Ability Achievement Model” (MDAAM) will be explained as the theoretical frame of the MLGS and the following investigations. After methodological remarks, selected findings of the MLGS are presented in greater detail. Practical applications to identifying gifted individuals and talent search for gifted programs are in the center of the following section. Of special interest should be MMG- and MDAAM-based scientifically evaluated interv...
Gifted and talented children: Heterogeneity and individual differences
Anales de Psicología
Título: Niños superdotados y Talentos: Heterogeneidad y diferencias individuales. Resumen: Superdotación es un tema amplio, que cubre muchos ámbitos de actividad y diversas manifestaciones. En este artículo examinamos dos temas específicos: (a) lo perfiles cognitivos de los niños superdotados, (b) el desarrollo del talento musical. El punto común de estos estudios es la observación de la heterogeneidad de los perfiles individuales. Los resultados del primer estudio realizado sobre 99 niños con un CI igual o superior de 130, muestra una amplia heterogeneidad en el potencial intelectual, el cual está enmascarado si observamos sólo el CI global. Un análisis de cluster jerárquico identifica seis clases de niños con perfiles medios contrastados. El segundo estudio es una investigación exploratoria, enla que intentamos describir el entorno de los estudiantes de música y evaluar la importancia que los padres y profesores dan a los principales factores de éxito en el entrenamiento musical. Nuestros resultados resaltan diversos perfiles diferenciales relacionados con los contextos de entrenamiento, centrados en la representación que los niños tiene sobre la música. Palabras clave: Superdotados, talento musical, perfiles individuales, heterogeneidad.
Interdisciplinary approach to the study of giftedness
Perspectives of Science & Education, 2022
Introduction. The transition of knowledge about giftedness to a new level that secures its functioning as a developmental diagnostics tool in the triad “gift – ability – talent” is realised through the integration of humanitarian and natural-science concepts. However, no special research has been undertaken in the sphere of the interdisciplinary approach in respect of studying the phenomenon of “giftedness” which would allow a scholar to highlight the characteristics of giftedness as a phenomenon that is multilevel and plastic under pedagogical influence. The aim of the research, within the framework of the present article, is to systematise the scientific ideas that outline the modern concept of giftedness in terms of the interdisciplinary approach, variability and contrasts. Methodology and methods. The interdisciplinary approach included selection and systematisation, based on particular indicators, of the units of knowledge on giftedness, i.e.: (1) its structure, (2) plasticity, (3) conditions of transformation of natural gift into a socially valuable talent. The research involved the analysis of concepts of giftedness proposed by philosophy (dialectical approach), neurophysiology (comparative approach), psychology (activity-based, biological approaches), pedagogy (psycho-pedagogical, personalitybased approaches), and sociology (socio-psychological, sociological approaches). Results. The research showed that interdisciplinary knowledge about giftedness was integrated into a whole, through: (1) building associative links and forming a common thesaurus of sciences exploring giftedness; (2) creating a model of “gifted behaviour” in the conditions of the educatory process, highlighting the biological grounds of giftedness in the aspect that is directly observable; (3) forming due concepts that reflect the integrity of giftedness components (e.g. “gifted-nome”, “giftedness age”, “talent age”). Giftedness in terms of the interdisciplinary approach is a multifaceted and multilevel phenomenon, with such stages as gift, abilities, and talent. Scientific novelty. The obtained results made it possible to consider the phenomenon of giftedness in the light of the interdisciplinary approach – as energy accumulated by the “gifted” brain and transformed from the potential state (gift) into a kinetic state (talent) through the stage of rotation of abilities absorbing resources of the environment and developing in it and subsequently enhancing a person’s neurophysiological and mental resources at the new level of development. Practical significance. The undertaken research makes it possible to outline the guidelines of the general theory of giftedness, its recognition and transformation into talent, as well as to improve the programmes of “gifted education” and “enrichment pedagogy” at all levels from pre-school to university and post-university levels.
The atypical brain and giftedness II. Outstanding giftedness and gifted assessments
The giftedness ideal of the 20th century is integration-capable excellence, individuals characterised by testable outstanding abilities and creativity. Giftedness, however, cannot be quantified and assessed. More and more data shows that even the most elaborate procedures falter in the case of individuals with special cerebral structures, in the case of exceptions, the special minority, who are becoming increasingly more numerous, and among whom many may be capable of outstanding achievements. The first and foremost stumbling block of gifted identification is creativity. Creative power entails, by its essence, unidentifiability. Something becomes creative exactly by surpassing that which existed before. Creative people most often manifest themselves as difficulties. The unbalanced ability profile characterising outstanding giftedness and the manifestations of special personalities make our usual assessment procedures unreliable and inadequate for the purpose of gifted identification.
Comparing Apples and Oranges: Fifteen Years of Definitions of Giftedness in Research
Journal of Advanced Academics, 2013
The lack of a unified definition of giftedness leads researchers to use very different operationalizations when selecting a sample of gifted individuals for use in research. We found 74 empirical articles from 21 journals that differentiated between gifted and nongifted students which were analyzed to determine the most common methods of identifying individuals in research. Results of the analysis show a lack of consensus as to what qualifies a person to be defined as gifted for the purposes of research. This lack of consensus leads to lower generalizability of research about giftedness and to an inability for researchers in the field to compare results of studies. An agreed-upon unified definition of giftedness for the purposes of research will lead to a more homogeneous group of participants, which in turn would lead to multiple benefits, including higher external validity in research designs.
The origins and ends of giftedness
American Psychologist, 2000
Five issues about giftedness are discussed. First, the origins of giftedness are explored. The view that gifiedness is entirely a product of training is critiqued. There is indirect evidence for atypical brain organization and innate talent in gifted children: Many gifted children and savants have enhanced right-hemisphere development, language-related difficulties, and autoimmune disorders. Second, the intense motivation of gifted children is discussed. Third, it is argued that gifted children have social and emotional difficulties that set them apart. Fourth, evidence for the often uneven cognitive profiles of such children is presented. Finally, the relationship between childhood g(ftedness and "domain" creativity in adulthood is discussed. Few gifted children go on to become adult creators because the skills and personality factors required to be a creator are very different from those typical of even the most highly gifted children.
Intellectual Exceptionality: A Brief Report on Giftedness
The term "giftedness" can be defined in a multitude of ways, and this fact should be taken into consideration. Depending on each school board, and for each private educational institution, the ways in which students are identified and nominated can vary. Once identified, these exceptional students are also placed into programs and classrooms that can very from school to school, depending on what is decided at an IPRC meeting. This report will examine the steps of identification, characteristics and needs of gifted students, and ways in which accommodations can be implemented into the ETS4U course (Studies in Literature, Grade 12).