Chapter 12

Question 1

Used to refer to people with intellectual gifts, and we use

it here in the same way.

Answer 1

Gifted

Question 2

is one of the latest of a group of
psychologists to view giftedness as a series of special
abilities (Ramos & Gardner, 2003). He has proposed a
list of nine distinct and separate abilities called
multiple intelligences that need specific educational
attention: linguistic, logical-mathematical, musical,
spatial, bodily-kinesthetic, interpersonal,
intrapersonal, and naturalist.

Answer 2

Howard Gardner

Question 3

Extraordinarily precocious students represent one of our
greatest and rarest natural resources. We must learn
more about them to understand the origin of their
giftedness and ways to help them adapt to an often
difficult social environment

Answer 3

Children of Extraordinary Ability

Question 4

concluded that genius is not solely a 
function of intelligence but rather reflects a combination 
of intelligence, personality, motivation, and 
environmental variables

Answer 4

Feldman (1984)

Question 5

as the ability to generate ideas, products,
or solutions that are considered novel and useful for
a given problem, situation, or context (Beghetto,
2008).

Answer 5

Creativity

Question 6

Producing multiple ideas to meet a task cognitive characteristics like fluency, flexibility and originality, elaboration

Answer 6

Generating ideas

Question 7

Desire to understand complexity analyzing, synthesizing, resolving ambiguities, bringing order from disorder.

Answer 7

Digging deeper into ideas

Question 8

Curiosity, playfulness, risk taking, sense of humor, tolerance of ambiguity, openness to experience, self confidence

Answer 8

Courage to explore ideas

Question 9

Understanding who you are, where you want to go, commitment to do whatever it takes to get there. Persistence, self direction, concentration, work ethic

Answer 9

Listening to one’s inner voice

Question 10

Characteristics of Gifted Children

Answer 10

Heredity and Environment
– Extraordinary ability ran in families and was genetic in origin.
• Family
– It is nurtured and developed by the environment
• Gender
– In favor of boys at the upper eaches of ability in quantitative
reasoning.
• Social And Emotional Development
– Linked giftedness to depression, delinquency, perfectionism, suicide,
and response to stress.

Question 11

Children to be observed would include those who
learn easily, show advanced skills, display
curiosity and creativity, have strong interests,
show advanced reasoning and problem solving,
display spatial abilities, are motivated, show social
perceptiveness, and have leadership strength

Answer 11

Observational Note taking

Question 12

Despite limitations, group intelligence tests are a practical means of screening large numbers of students, although the scores of students from culturally diverse families

Answer 12

Group Intelligence Tests

Question 13

Students whose academic performance consistently
falls far short of expectations despite high cognitive
abilities (for example, a consistent C average or dropping out).
– greater feelings of inferiority,
– less self-confidence,
– less perseverance, and
– less of a sense of life goals.

Answer 13

Gifted Uncerachievers

Question 14

Predictors of underachievement for gifted

students (McCoach & Siegle, 2003)

Answer 14

Academic self-perception
• Attitudes toward school
• Attitudes toward teachers,
• Motivation/self-regulation
• Goal valuation.

Question 15

“teachers and counselors” who work with gifted
underachievers should assess whether these
students _______ and whether they
are _________” (McCoach &
Siegle, 2003)

Answer 15

value the goals of school & motivated to attain those goals

Question 16

has summarized the need for
special curriculum units for low-income students
with gifts and talents who are shown to be different
from more advantaged students with gifts in their
greater interest in social acceptance and their lesser
interest in reading, abstract ideas, and long-term
academic performance.

Answer 16

Van Tassel-Baska (2004)

Question 17

• who can
  be encyclopedic in their knowledge but very poor in
  their social relationships.

Answer 17

Asperger’s Syndrome (Highly intelligence)

Question 18

The critical point of compacting is that students are allowed to 
show their knowledge when they are ready; they do not have to 
wait until the whole class is prepared for the assessment (Renzulli, 
and Reis, 1997).

Answer 18

Curriculum Compacting

Question 19

challenges students who have gifts to use higher levels of thinking
to understand ideas that average students of the same age would
find difficult or impossible to comprehend

Answer 19

Content Sophistication