GCT Flashcards
1
Q
What is the main argument made by some individuals regarding gifts and talents?
A) That gifts and talents are entirely innate and cannot be developed
B) That the achievements of highly talented individuals are the result of deliberate practice rather than inherent gifts
C) That individuals like Natalie are naturally gifted and do not require practice or encouragement
D) That intellectual prowess is not linked to exceptional creativity or talent
A
B) That the achievements of highly talented individuals are the result of deliberate practice rather than inherent gifts
2
Q
The passage provides a list of exceptional individuals from history. Which of the following statements is most supported by the examples given?
A) The individuals mentioned all represent achievements in the field of science and mathematics.
B) All of the individuals listed achieved success through a combination of natural talent and deliberate practice.
C) The examples demonstrate that gifted, creative, and talented individuals can be found across a wide range of disciplines, including arts, sciences, and sports.
D) The individuals mentioned were primarily famous for their work in philosophy and political theory.
A
C) The examples demonstrate that gifted, creative, and talented individuals can be found across a wide range of disciplines, including arts, sciences, and sports.
3
Q
What assumption do educators and policymakers often make about gifted individuals?
A) That they will only achieve greatness with constant external support and motivation
B) That they are less likely to face challenges in developing their potential
C) That their full potential will be reached without the need for specialized programs or encouragement
D) That gifted individuals should avoid specialized programs to ensure they remain self-reliant
A
C
4
Q
Which of the following conclusions is most consistent with the idea presented in the passage regarding the relationship between innate talent and achievement?
A) Achievements of gifted individuals are solely due to innate talent, with no need for practice or encouragement.
B) Deliberate practice plays a minor role compared to natural talent in the development of exceptional individuals.
C) Deliberate practice, along with inherent talent, is critical in helping individuals reach their full potential.
D) The achievements of gifted individuals are largely accidental and do not reflect any underlying talent or practice.
A
C
5
Q
Which of the following best describes the perspective on giftedness and talent presented in the passage?
A) The passage argues that talent alone is sufficient for achieving success and that practice is unnecessary.
B) The passage suggests that while talent is important, deliberate practice and encouragement are key factors in realizing one’s potential.
C) The passage presents a view that individuals with talent are destined to succeed without any intervention or guidance.
D) The passage implies that creative and talented individuals are less likely to succeed due to societal limitations.
A
B
6
Q
What is the primary distinction made in the passage regarding the terms “gifted,” “creative,” and “talented”?
A) The terms are used interchangeably to describe individuals with high IQ scores only.
B) “Creative” and “talented” have recently been included to represent domains of performance beyond traditional intelligence tests.
C) “Creative” and “talented” describe only individuals who demonstrate high artistic abilities, while “gifted” is reserved for those with high IQs.
D) The terms “gifted,” “creative,” and “talented” all refer to individuals who perform well on standardized intelligence tests.
A
B
7
Q
According to the passage, what is a significant shift in the way gifted programs are currently designed?
A) Gifted programs are now focused exclusively on students who have extraordinary creativity rather than high IQs.
B) Gifted programs have shifted to focus primarily on students who excel in physical performance and sports.
C) Gifted programs are now designed to nurture a broader range of abilities, including talents and creative capacities, not just high IQ scores.
D) Gifted programs are no longer needed, as intelligence tests are now considered outdated.
A
C
7
Q
The passage suggests that which of the following trends has influenced the design of contemporary gifted programs?
A) An increased focus on nurturing individuals who demonstrate exceptional abilities in artistic fields alone.
B) A growing recognition that traditional intelligence tests do not capture all domains of human potential, such as creativity and talent.
C) A shift towards emphasizing physical talents and athletic performance over intellectual or creative achievement.
D) A return to emphasizing high IQ scores as the sole measure for identifying gifted individuals.
A
B
8
Q
What is the significance of including “creative” and “talented” alongside “gifted,” according to the passage?
A) It broadens the scope of giftedness to include exceptional abilities that are not measured by traditional intelligence tests.
B) It emphasizes the importance of traditional intelligence tests in identifying gifted individuals.
C) It reflects a move away from intellectual achievement and towards physical and artistic talents.
D) It suggests that creativity and talent are more important than intelligence for achieving success in gifted programs.
A
A) It broadens the scope of giftedness to include exceptional abilities that are not measured by traditional intelligence tests.
9
Q
What does the passage imply about the traditional view of gifted programs?
A) They were primarily focused on identifying individuals with high IQ scores and providing programs for those students alone.
B) They have always recognized creative and talented abilities alongside high IQ as equally important.
C) They were initially designed to include only creative individuals and not those with high IQs.
D) They no longer emphasize the need for specialized support for children with high IQs or other exceptional abilities.
A
A
10
Q
According to the passage, which of the following is not a capacity associated with creativity?
A) Elaboration
B) Transformation
C) Visualization
D) Mathematical calculation
A
D
11
Q
Which of the following is true about individuals who are talented, according to the passage?
A) Talented individuals excel only in intellectual domains, such as mathematics and science.
B) Talented individuals display extraordinary skills in specific performance areas, such as music, sports, or mathematics.
C) Talented individuals are only considered exceptional if they exhibit skills across multiple domains.
D) Talented individuals are always creative as well as skilled in specific domains.
A
B
12
Q
What does the passage suggest about the variability of gifted behavior in individuals?
A) Gifted behavior is fixed and constant across all domains and stages of development.
B) Gifted behavior may appear at one point in an individual’s development but may not persist over time or across all domains.
C) Gifted behavior only occurs in certain developmental stages and is not subject to change.
D) Gifted behavior is specific to creative individuals and is rarely exhibited in intellectual or performance domains.
A
B
13
Q
Which of the following is implied by the passage regarding the relationship between intelligence tests and creativity or talent?
A) High intelligence test scores automatically predict creativity and talent.
B) Creativity and talent are separate from intelligence and are not measured by traditional intelligence tests.
C) Intelligence tests always measure creativity and talent in all domains.
D) Individuals with high intelligence test scores are guaranteed to excel in every domain of performance.
A
B
14
Q
Which of the following best describes the historical development of intelligence measurement as described in the text?
A) Intelligence was first measured through a universal method of testing developed in the 19th century.
B) Alfred Binet created the first intelligence assessment scale for adults in the early 1900s.
C) The measurement of intelligence began in the early 20th century with a method for quantifying children’s development.
D) Developmentally advanced children were first identified using a genetic model of intelligence in the early 1900s.
A
C
15
Q
What was the main purpose of Alfred Binet’s developmental assessment scale?
A) To develop a comprehensive intelligence test that could measure both IQ and creativity.
B) To create a standardized method for identifying tasks that could be performed by children of different ages.
C) To determine the chronological age at which children should be able to perform all cognitive tasks.
D) To classify children based on their intellectual potential regardless of age.
A
B
16
Q
How did Alfred Binet identify developmentally advanced children?
A) By comparing the children’s IQ scores with their creativity measures.
B) By observing which tasks children could perform well beyond the normal level for their age.
C) By using genetic data to determine their potential for advanced intellectual growth.
D) By assessing their ability to perform tasks that were difficult for any child at their age.
A
B
17
Q
What was the role of developmental assessment in the early 20th century in Europe?
A) To quantify children’s intelligence through standardized IQ testing for the first time.
B) To help identify specific tasks that children could perform at various developmental stages.
C) To determine whether children
were intellectually capable of achieving success in formal education.
D) To identify the creative abilities of children at different age levels.
A
B
18
Q
The definition of unusually able individuals in terms of intelligence quotients and creativity measures:
A) Originated in the mid-20th century as a result of the development of intelligence testing for adults.
B) Was an invention of Alfred Binet based on his scale for measuring intelligence in children.
C) Is a recent phenomenon that emerged only after the 20th century, following the development of intelligence assessments.
D) Was fully established in Europe by the early 1900s, prior to the development of developmental assessment scales.
A
C
19
Q
What was the primary purpose of the mental age scale developed by Binet and Simon?
A) To measure the creativity of children in relation to their chronological age.
B) To identify children with mental retardation in the Parisian schools.
C) To determine children’s potential for success in the arts and sciences.
D) To compare the IQ scores of children across different age groups.
A
B) To identify children with mental retardation in the Parisian schools.
20
Q
In the context of Binet and Simon’s scale, how was a child’s mental age determined?
A) By comparing a child’s performance on specific tasks to the typical performance of children of the same age.
B) By administering a standardized intelligence test that measured both IQ and creativity.
C) By assessing the child’s ability to perform tasks that were difficult for children of all ages.
D) By measuring the child’s emotional development and social skills relative to peers.
A
A
21
Q
Which of the following best describes the significance of the mental age scale developed by Binet and Simon?
A) It became a method for identifying children who had higher-than-average mental abilities as well as those with developmental delays.
B) It was used primarily to assess emotional intelligence and social development in children.
C) It was specifically designed to measure creativity across a wide range of age groups.
D) It focused exclusively on identifying children with learning disabilities in the Parisian schools.
A
A
22
Q
Which tasks were used by Binet and Simon to determine a child’s mental age?
A) Physical tasks and athletic abilities
B) Memory, vocabulary, mathematical skills, and comprehension tasks
C) Tasks related to social interaction and emotional intelligence
D) Problem-solving tasks related to creativity and innovation
A
B
23
Q
What was one important outcome of Binet and Simon’s development of the mental age scale?
A) It provided a method for measuring intelligence that was universally applicable to all children regardless of age.
B) It allowed for the identification of children with higher-than-average mental abilities in addition to those with developmental delays.
C) It established a direct correlation between IQ scores and creativity in children.
D) It eliminated the need for further intelligence testing in children within the Parisian school system.
A
B
24
What was Lewis M. Terman’s contribution to Binet and Simon’s work?
A) He created a new scale based on a more complex set of tasks to measure creativity.
B) He expanded and revised the Binet scale to measure intellectual abilities in all children.
C) He developed a method for measuring social intelligence in children.
D) He introduced a method for measuring emotional development in children.
B
25
What term did Terman introduce in 1916, and how was it calculated?
A) Mental Age, calculated by dividing a child's chronological age by their IQ.
B) Intellectual Quotient, determined by dividing a child’s IQ by their mental age.
C) Intelligence Quotient (IQ), calculated by dividing a child's mental age by their chronological age and multiplying by 100.
D) Developmental Quotient, determined by dividing a child’s performance on tasks by their age.
C
26
How would a child with a mental age (MA) of 12 and a chronological age (CA) of 8 be classified based on Terman's IQ formula?
A) The child would have an average IQ score of 100.
B) The child would have an IQ of 150, indicating advanced intellectual abilities.
C) The child’s IQ would be below average, suggesting developmental delay.
D) The child would have an IQ of 120, which is considered slightly above average.
B
27
What was the main reason Terman revised Binet and Simon’s original scale?
A) He wanted to create a more reliable method for measuring creativity and talent.
B) He believed the original scale was too focused on identifying children with mental retardation rather than measuring intelligence across all children.
C) He felt that the Binet scale was too difficult for teachers to use in the classroom.
D) He sought to include more complex tasks that could measure both intelligence and emotional maturity.
B
28
What significant feature of Terman’s revised intelligence testing method is highlighted in the passage?
A) It placed a stronger emphasis on identifying children with emotional intelligence.
B) It introduced the concept of dividing a child's mental age by their chronological age to produce an IQ score.
C) It focused exclusively on measuring memory and comprehension skills in children.
D) It used standardized tasks to evaluate the creativity of children at various age levels.
B
29
Which of the following best defines the term "gifted, creative, and talented"?
A) Individuals who have the potential for developing extraordinary abilities or who already demonstrate exceptional skills in specific areas.
B) Individuals who exhibit above-average social intelligence but not necessarily advanced intellectual abilities.
C) A classification for people with average IQ scores who excel in one specific academic domain.
D) A term used exclusively to describe adults with extraordinary abilities in the arts or sciences.
A
30
n the context of IQ testing, how is mental age (MA) determined?
A) By measuring the number of tasks a child can perform that are appropriate for their chronological age.
B) By observing the child’s ability to complete tasks beyond the typical ability of children of the same chronological age.
C) By using standardized tests that focus on a child’s physical development.
D) By determining the age at which a child begins formal education.
B
31
What is the relationship between mental age (MA) and chronological age (CA) in determining IQ?
A) The higher the mental age, the lower the IQ score, reflecting underachievement.
B) The mental age and chronological age are irrelevant to the calculation of IQ.
C) The higher the mental age compared to chronological age, the higher the IQ score.
D) IQ is only calculated using chronological age, with no regard for mental age.
C
32
Which test is associated with the development and standardization of the Stanford-Binet Intelligence Scale?
A) The Wechsler Adult Intelligence Scale (WAIS)
B) The Binet-Simon Scales, which were later revised and standardized by Lewis Terman at Stanford University
C) The Raven Progressive Matrices
D) The Kaufman Assessment Battery for Children (KABC)
B
33
What does the Intelligence Quotient (IQ) score represent?
A) The total number of tasks a person can perform across all areas of intellectual ability.
B) The relationship between an individual's chronological age (CA) and their mental age (MA), used to assess intellectual abilities.
C) A percentage score that reflects how a child performs relative to their peers in a standardized test.
D) The raw number of years an individual is ahead or behind in completing specific tasks compared to their age group.
B
34
What shift in the conceptualization of intelligence is described in the passage?
A) Researchers shifted from viewing intelligence as a variety of distinct abilities to seeing it as a unitary capacity.
B) Intelligence was first seen as a unitary ability and later viewed as a complex set of distinct capacities.
C) Intelligence assessments moved from measuring cognitive abilities to emotional and social skills.
D) The focus of intelligence research moved from individual differences to group-based intelligence testing.
B
35
Which of the following researchers is associated with the view that intelligence consists of a variety of distinct capacities?
A) Alfred Binet
B) Lewis Terman
C) Raymond Cattell
D) Charles Spearman
C
36
Which concept did early intelligence tests, such as the Stanford-Binet, primarily support?
A) The belief in multiple distinct intellectual capacities that could be measured independently.
B) The notion of intelligence as a unitary ability expressed through a single IQ score.
C) The focus on non-cognitive abilities like emotional intelligence and creativity.
D) The idea that intelligence is an innate and unchangeable trait.
B
37
What argument did proponents of the multiple-ability approach make regarding the assessment of intelligence?
A) They argued that intelligence should be measured using a single, unified scale.
B) They believed that the universe of intellectual functions was vast and that existing tests did not adequately measure all aspects of intelligence.
C) They advocated for the exclusive use of IQ tests to measure intelligence across all domains.
D) They emphasized that intelligence was primarily determined by genetics and could not be measured accurately.
B
38
What types of mental abilities did researchers begin to investigate as part of the multiple-ability approach?
A) Memory capacity, divergent thinking, vocabulary usage, and reasoning ability.
B) Emotional regulation, social intelligence, and creative problem-solving.
C) Athletic ability, social skills, and cultural awareness.
D) Learning styles, sensory perception, and motor skills.
A
39
How did the multiple-ability approach differ from the earlier unitary-intelligence notion?
A) The multiple-ability approach focused on measuring only logical reasoning and memory.
B) The unitary-intelligence notion emphasized a single factor of intelligence, while the multiple-ability approach emphasized different types of cognitive abilities.
C) The multiple-ability approach was primarily concerned with social and emotional aspects of intelligence.
D) The unitary-intelligence notion was more concerned with measuring creativity than memory.
B
40
Which of the following best describes the nature of intelligence as seen by proponents of the multiple-ability approach?
A) Intelligence was viewed as a single, unchangeable trait that could be measured through IQ tests.
B) Intelligence was viewed as a variety of distinct capacities that could be individually assessed.
C) Intelligence was understood as an emotional capacity rather than a cognitive one.
D) Intelligence was seen as primarily an innate quality that could not be developed over time.
B
41
In what way did the introduction of the multiple-ability approach affect intelligence testing?
A) It led to the development of new intelligence tests that focused on a single, unified measure of intelligence.
B) It resulted in an increased reliance on IQ tests that focused on logical reasoning and abstract thinking.
C) It led to the expansion of intelligence testing to include measures of various cognitive abilities, such as memory and divergent thinking.
D) It prompted a shift towards measuring social and emotional intelligence rather than cognitive abilities.
C
42
Which of the following is an example of a mental ability investigated under the multiple-ability approach to intelligence?
A) Artistic talent
B) Memory capacity
C) Physical coordination
D) Genetic predispositions
B
43
Which of the following views did Cattell and Guilford promote in their research on intelligence?
A) Intelligence is a fixed trait that can be accurately measured by a single IQ score.
B) Intelligence consists of multiple, distinct mental abilities that can be assessed independently.
C) Intelligence is best understood as a reflection of emotional maturity rather than cognitive skills.
D) Intelligence can only be measured in terms of verbal and mathematical reasoning.
B
44
What was the primary criticism of the unitary IQ approach that led to the development of the multiple-ability perspective?
A) It overemphasized social intelligence and neglected cognitive functions like memory and reasoning.
B) It failed to account for the diversity of cognitive abilities and the complexity of intellectual functions.
C) It relied too heavily on standardized tests and ignored individual differences in learning styles.
D) It focused only on abstract reasoning and did not measure practical intelligence.
B
45
Which of the following mental abilities was NOT typically included in the multiple-ability approach to intelligence?
A) Vocabulary usage
B) Memory capacity
C) Social problem-solving
D) Reasoning ability
C
46
Who was one of the key contributors to the multidimensional theory of intelligence, and what was his main perspective on intelligence?
A) J.P. Guilford, who viewed intelligence as a diverse range of intellectual and creative abilities.
B) Lewis Terman, who believed intelligence could only be measured through a single, unified IQ score.
C) Alfred Binet, who developed the first intelligence tests based on a unitary view of intelligence.
D) Raymond Cattell, who argued that intelligence is based solely on memory and vocabulary.
A
47
What impact did J.P. Guilford's work have on the field of intelligence research?
A) His work led researchers to focus exclusively on traditional measures of IQ.
B) His contributions expanded the understanding of intelligence to include creativity and its subcomponents.
C) He was primarily responsible for developing standardized IQ tests used in education.
D) His research led to the conclusion that intelligence could not be effectively measured.
B
48
Which of the following is NOT listed as one of the subcomponents of creativity in the emerging field developed from Guilford's work?
A) Divergent thinking
B) Problem solving
C) Emotional intelligence
D) Decision making
C
49
What role did Guilford's work play in the development of creativity tests?
A) His work led to the development of tests that measured IQ and general intelligence, excluding creativity.
B) He directly developed creativity tests that focused solely on problem-solving skills.
C) His theories provided the foundation for developing tests that measure creativity, focusing on constructs like divergent thinking.
D) His work had no significant influence on the development of creativity tests.
C
50
Which intellectual ability did Guilford and other researchers emphasize as a key component of creativity?
A) Memory recall
B) Divergent thinking
C) Verbal reasoning
D) Numerical calculation
B
51
What was the primary focus of the scientific efforts that emerged after Guilford’s work on intelligence?
A) To refine traditional IQ tests and make them more accurate.
B) To focus on creativity and its subcomponents, such as divergent thinking and problem-solving.
C) To develop tests that could differentiate between individuals with high and low social intelligence.
D) To study intelligence solely in relation to cognitive development in children.
B
52
Which of the following best describes Guilford's view of intelligence?
A) Intelligence is primarily a fixed trait that can be measured through traditional IQ tests.
B) Intelligence consists only of academic abilities like reasoning and memory.
C) Intelligence is a multidimensional construct that includes both intellectual and creative abilities.
D) Intelligence is an emotional and social construct that cannot be assessed by standardized tests.
C
53
What aspect of intelligence did Guilford's theories help to highlight?
A) The importance of emotional intelligence in decision-making.
B) The integration of creativity into the broader understanding of intelligence.
C) The relationship between intelligence and physical coordination.
D) The genetic basis of intelligence as measured through standardized IQ tests.
B
54
Which of the following was a result of the research into creativity inspired by Guilford's work?
A) The development of tests that measure cognitive intelligence only.
B) The emergence of a broader view of intelligence that included emotional and social components.
C) The creation of intelligence measures that focus on subcomponents like divergent thinking, problem-solving, and decision making.
D) A focus on personality traits rather than cognitive or creative abilities.
C
55
What was a key outcome of the shift towards a broader understanding of intelligence, as influenced by Guilford?
A) The development of more reliable tests for measuring IQ.
B) The creation of intelligence tests that included both traditional cognitive skills and measures of creativity.
C) The complete abandonment of IQ testing in favor of non-cognitive measures.
D) A focus on identifying individuals with intellectual disabilities rather than measuring creative abilities.
B
56
How were individuals identified as gifted in the early 1920s?
A) By demonstrating exceptional skills in creative fields like the arts and music.
B) Through their performance on intelligence tests, using a single IQ score as the determining factor.
C) By their social intelligence and leadership qualities.
D) By the number of subjects they excelled in during formal education.
B
57
How did the concept of giftedness change beginning with the work of Guilford and Torrance?
A) Giftedness became strictly associated with having a high IQ score, excluding creativity.
B) Giftedness came to include those who demonstrated high aptitude in creativity measures, not just high IQs.
C) Giftedness was redefined to focus exclusively on academic achievement.
D) The focus shifted away from intelligence tests to emphasize physical talents instead.
B
58
What new term was added to the descriptors associated with giftedness in recent years?
A) Intelligent
B) Talented
C) Creative
D) Exceptional
B
59
Which of the following groups may now be considered gifted, according to the expanded definitions?
A) Only individuals who score above a certain IQ threshold.
B) Individuals with high IQs as well as those who excel in the visual or performing arts or other areas of performance.
C) Only children who excel academically in all subjects.
D) Individuals who are gifted solely in non-cognitive areas such as social skills.
B
60
Which scholars played a key role in expanding the concept of giftedness to include creativity and performance skills?
A) Alfred Binet and Lewis Terman
B) J.P. Guilford and E. Paul Torrance
C) Charles Spearman and Raymond Cattell
D) Howard Gardner and Robert Sternberg
B
61
What was the initial view of giftedness in the early 20th century?
A) Giftedness was seen as primarily determined by a person’s creativity and artistic abilities.
B) It was largely tied to an individual’s ability to perform well on intelligence tests and achieve a high IQ score.
C) Giftedness was believed to be a trait that could only be identified in adulthood.
D) It was associated with social intelligence and leadership qualities rather than cognitive abilities.
B
62
How has the modern definition of giftedness been expanded beyond early views?
A) It includes individuals with high IQs as well as those excelling in creativity, the arts, and other areas of performance.
B) It is now defined by the number of degrees or professional qualifications a person holds.
C) It focuses exclusively on academic performance, excluding artistic or creative abilities.
D) It places no emphasis on IQ, focusing instead on emotional intelligence and personal achievements.
A
63
What role did Torrance’s work play in the evolution of the concept of giftedness?
A) He narrowed the definition of giftedness to focus only on academic and intellectual abilities.
B) He expanded the definition to include creativity, introducing new measures for assessing creative aptitude.
C) He contributed to the belief that giftedness is determined by early childhood academic performance alone.
D) He emphasized the importance of physical talent in the development of giftedness.
B
64
Why have perspectives on giftedness changed over time?
A) Because of new research highlighting the importance of creativity and other non-cognitive abilities.
B) Because giftedness is now viewed as a static, unchangeable trait.
C) Because intelligence tests became more accurate in identifying creative talent.
D) Because society began to place less importance on artistic and performance abilities.
A
65
Which of the following statements about gifted education in the United States is true?
A) All 50 states are required by federal law to provide educational services for gifted students.
B) Only 32 states mandate services for gifted students, and these services vary greatly from state to state.
C) There is a nationwide mandate for gifted education, but it is optional for states to implement.
D) Gifted education services are federally funded and standardized across all states.
B
66
What is the primary challenge associated with funding educational services for gifted students?
A) The federal government provides adequate funding, but states do not implement programs.
B) There is variability in the quality and types of programs, and funding is a state-by-state and local issue.
C) Gifted education services are fully funded by private organizations, not by state or federal funds.
D) States have standardized funding and program offerings for gifted students, making it easier to implement programs.
B
67
What shift in educational focus is predicted for the future, according to the passage?
A) Talent development is likely to replace gifted education as the guiding concept.
B) A shift from talent development to more traditional academic programs.
C) Schools will begin to focus exclusively on intellectual development, rather than talent identification.
D) Gifted education will be expanded to include all students, regardless of their abilities.
A
68
How does Clark (2013) define "talent" in the context of education?
A) As intellectual ability demonstrated through high standardized test scores.
B) As a general capacity for academic achievement in all subjects.
C) As a trait that can only be developed outside the school environment.
D) As a specific area of academic or artistic aptitude.
D
69
What is one of the benefits of talent development programs, as noted by Davis and Rimm (2004)?
A) They focus only on students identified as gifted, eliminating the need for a broad approach.
B) They help eliminate the awkwardness of labeling students as "gifted" or "not gifted."
C) They are only focused on academic excellence, excluding artistic or other types of talent.
D) They promote competition among students rather than collaboration.
B
70
Where is talent identification and development most commonly found currently?
A) In out-of-school university and community programs.
B) In primary and secondary school systems across the country.
C) In specialized public charter schools for the gifted.
D) In national programs funded by the federal government.
A
71
What do some educators suggest about how schools should approach talent development, according to Subotnik, Olszewski-Kubilius, and Worrell (2011)?
A) Schools should continue to focus only on intellectual development, disregarding nonintellectual factors.
B) Schools should recognize that gifts and talents develop over time, and enrich learning environments to support this development.
C) Schools should adopt a fixed approach to identifying gifted students, excluding those who do not meet initial criteria.
D) Schools should focus exclusively on students with exceptional academic abilities, ignoring creative talents.
B
72
What change does the developmental concept of gifts and talents emphasize?
A) A focus on early identification and specialized instruction for gifted students.
B) The idea that intellectual and nonintellectual factors can change over time, requiring adaptable educational strategies.
C) The separation of gifted and non-gifted students into different tracks for their education.
D) The elimination of talent development programs in favor of standardized academic assessments.
B
73
How does talent development programming differ from traditional gifted education?
A) Talent development programming is exclusive to students identified as gifted.
B) Talent development programming focuses on identifying and nurturing aptitudes in all students, not just those identified as gifted.
C) Talent development programs are only offered outside of school hours, while gifted education is a part of regular school curriculum.
D) Talent development excludes creative and artistic abilities, focusing only on intellectual skills.
B
74
What is the implication of the shift towards talent development in education?
A) It will exclude students who do not demonstrate high academic or artistic potential early on.
B) It encourages a more inclusive approach where all students can develop their individual talents.
C) It will result in fewer programs and less funding for gifted education.
D) It suggests that gifted education should only be for students with exceptional IQs.
B
75
Which of the following best describes the main focus of the chapter referenced in the text?
a) The complexities of defining human conditions such as giftedness, creativity, and talent
b) The role of educators in defining and identifying gifted students
c) A historical analysis of how giftedness has been defined over time
d) The practical applications of selecting students for specialized gifted programs
A
76
What is the purpose of definitions of giftedness as described in the text?
a) To determine which students are most creative and talented
b) To guide the creation of specialized instruction for gifted students
c) To define the academic potential of students in general education settings
d) To simplify the process of identifying giftedness in students
B
77
definitions of giftedness can affect all of the following EXCEPT:
a) The kinds of students selected for gifted programs
b) The funding needed for gifted programs
c) The selection of students based on standardized test scores
d) The criteria for selecting educators to teach gifted students
C
78
Which of the following would most likely be influenced by definitions of giftedness?
a) The specific talents and capacities of individual students
b) The types of instruments and procedures used to select gifted students
c) The future career paths of gifted students
d) The societal perceptions of what constitutes creativity
B
79
defining giftedness can have implications for:
a) The types of emotional support gifted students receive
b) The specific teaching methods employed in gifted education
c) The political debates surrounding funding for education
d) The definition of intelligence across different cultures
B
80
definitions of giftedness are crucial for all of the following reasons EXCEPT:
a) To determine the type of services required for gifted students
b) To ensure equitable access to specialized gifted programs
c) To categorize students based on their potential for future success
d) To help determine the amount of funding needed for gifted services
C
81
Which of the options is the most correct:
a) Giftedness is an innate characteristic that cannot be nurtured
b) Definitions of giftedness impact practical outcomes in education
c) Only standardized tests can accurately identify gifted students
d) The concept of giftedness is universally understood and agreed upon
B
82
Definitions of giftedness are important from which of the following perspectives?
a) Practical and theoretical
b) Emotional and psychological
c) Legal and ethical
d) Academic and social
A
83
Which of the following aspects of gifted education is least likely to be affected by a definition of giftedness?
a) The identification procedures for gifted students
b) The level of funding allocated for specialized programs
c) The general curriculum used for gifted students
d) The types of preparation educators need to work with gifted students
C
84
Which of the following best explains the complexity in defining giftedness as described in the passage?
a) Giftedness is a narrow concept that can be easily defined.
b) Giftedness includes many human attributes, abilities, and potentialities, making it difficult to define.
c) Giftedness is a universal concept with a single, accepted definition.
d) Giftedness is defined only through standardized testing, making it straightforward to identify.
B
85
Which of the following individuals is NOT mentioned as having influenced the definitions of giftedness?
a) Cattell
b) Gardner
c) Piirto
d) Vygotsky
D
86
The current definition of giftedness is most closely based on which earlier report?
a) The Piirto Report
b) The Marland Report to Congress
c) The Gardner Report
d) The Sternberg Report
B
87
Which of the following is NOT listed as an area where high achievement capability may be observed for gifted individuals?
a) Physical ability
b) Intellectual capacity
c) Artistic capacity
d) Leadership capacity
A
88
According to the current definition of giftedness, which of the following is true about students who exhibit high achievement capability?
a) They should receive services provided by regular school programs.
b) They do not require any additional support to develop their capabilities.
c) They need services and activities beyond those typically offered by schools.
d) They are expected to excel without any external support.
C
89
Which of the following statements best describes the consensus on the definition of giftedness?
a) There is a universally accepted definition.
b) The definition has remained constant over time.
c) There is no universally accepted definition.
d) The definition has been agreed upon by the government and scholars.
C
90
Which of the following scholars contributed to the understanding of giftedness in the 20th century?
a) Piirto, Renzulli, and Sternberg
b) Clark, Marland, and Torrance
c) Ramos-Ford, Gardner, and Vygotsky
d) Cattell, Piirto, and Vygotsky
A
91
The definition of giftedness discussed in the passage highlights the need for services beyond the ordinary school curriculum. Which of the following is a direct implication of this?
a) Gifted students do not need additional support if they perform well in standard school activities.
b) Gifted students require specialized services to help develop their capabilities fully.
c) Gifted students should be given more homework to further develop their abilities.
d) Gifted students do not need any special recognition in the educational system.
B
92
Which of the following is a characteristic mentioned in the passage that could indicate a student’s giftedness?
a) High achievement in a specific academic field
b) Low achievement in artistic areas
c) A lack of leadership potential
d) Average intellectual capacity
A
93
The term "giftedness" as defined in the passage can refer to which of the following?
a) Leadership capacity only
b) Intellectual, creative, artistic, or leadership capacity
c) Academic achievement without the need for extra support
d) High physical ability in sports
B
94
In the context of giftedness, what is the purpose of services and activities that go beyond the typical school offerings?
a) To keep gifted students busy after school hours
b) To ensure that gifted students can fully develop their capabilities
c) To segregate gifted students from other students
d) To make gifted students feel superior
B
95
Which of the following best describes an objective outlined in the passage for identifying gifted students?
A) Focusing solely on standardized test scores as a measure of giftedness
B) Using a variety of assessment methods to identify students with potential talents
C) Only identifying students who show academic achievement in traditional subjects
D) Prioritizing students from high-income backgrounds for identification
B
96
What is emphasized as a key factor in identifying gifted students across different populations?
A) Identifying students based on their performance in extracurricular activities
B) Searching actively for giftedness across cultural, ethnic, and economic groups
C) Focusing on students who have already demonstrated academic success
D) Giving preference to students with a history of academic achievement
B
97
Which of the following is highlighted as a characteristic that should be considered when identifying gifted students?
A) Students’ achievement capabilities and demonstrated performance
B) Students’ drives and passions for achievement in various areas
C) Students’ grades in traditional academic subjects only
D) Students’ ability to follow classroom rules and instructions
B
98
The passage suggests that gifted students should be identified based on:
A) Their ability to meet a specific standardized test score threshold
B) Their achievement capabilities, even if not yet demonstrated
C) The level of support they receive from their families
D) Their participation in academic competitions
B
99
Which of the following approaches is recommended for identifying gifted students?
A) Relying exclusively on teachers’ subjective opinions
B) Using a broad range of assessment measures to uncover diverse talents
C) Focusing only on students’ performances in standardized exams
D) Identifying students only within a particular socioeconomic status
B
100
According to the passage, which of the following best represents the three components of Sternberg’s triarchic theory of human intelligence?
A) Analytic, synthetic, and practical intelligence
B) Memory, attention, and reasoning
C) Creativity, problem-solving, and communication
D) Logical, emotional, and social intelligence
A
101
In Sternberg’s triarchic theory, what is characteristic of individuals with synthetic intelligence?
A) They excel at traditional intelligence tests and aptitude assessments.
B) They perform exceptionally well in everyday tasks and work situations.
C) They are highly creative, intuitive, and innovative thinkers.
D) They exhibit great skill in memorization and recall tasks.
C
102
What is the primary idea behind Sternberg’s concept of WICS (Wisdom, Intelligence, Creativity, Synthesized)?
A) Intelligence and creativity must be cultivated and developed over time.
B) Wisdom is only relevant for older individuals and not for younger gifted students.
C) Practical intelligence is the most important of the four components.
D) Wisdom, intelligence, and creativity are innate traits that cannot be developed.
A
103
Which of the following best describes the type of intelligence associated with practical intelligence, as outlined in Sternberg’s theory?
A) Exceptional ability in dealing with everyday life and work-related problems
B) Strong performance in mathematical or logical reasoning tasks
C) Success in traditional classroom tests and academic exercises
D) High creativity and intuition in artistic or abstract fields
A
104
Which of the following is the best example of "synthetic intelligence" as described in Sternberg's theory?
A) A student who excels in memorizing historical facts and equations
B) A student who performs exceptionally well in everyday tasks
C) A student who is able to come up with new, creative solutions to complex problems
D) A student who scores highly on IQ and aptitude tests
C
105
Which of the following is true of individuals with analytic intelligence, as described in Sternberg's theory?
A) They are creative thinkers who challenge conventional ideas.
B) They excel in solving real-world problems through hands-on experience.
C) They perform well on intelligence and aptitude tests.
D) They are particularly gifted in artistic and innovative tasks.
C
106
What does Sternberg suggest about the nature of wisdom, intelligence, and creativity in his WICS theory?
A) They are fixed traits that cannot be developed through education or experience.
B) Wisdom is only relevant for older individuals and not for younger gifted students.
C) Practical intelligence is the most important of the four components.
D) They are abilities that must be nurtured and cultivated over time.
D
107
Which of the following is NOT a characteristic of practical intelligence, as defined by Sternberg?
A) Being highly skilled in managing everyday life challenges
B) Having an intuitive understanding of how to handle work-related problems
C) Excelling at abstract reasoning tasks and academic exercises
D) Being adept at solving problems in real-world, practical contexts
C
108
The passage indicates that "achievement capabilities" refer to:
A) The potential for success, even if not yet shown in academic work
B) A student’s demonstrated performance on standardized exams
C) A student’s drive to follow conventional learning methods
D) The ability to memorize and recall facts easily
A
109
What is the role of "catalysts" in Gagné's (1999) model of giftedness?
A) They are factors that help trigger and nurture gifts and talents in young people.
B) They are external factors that have no effect on a student’s development.
C) They are innate characteristics that cannot be influenced by education.
D) They are methods of formal testing used to measure giftedness.
A
110
In Sternberg’s triarchic theory, which type of intelligence is best associated with the ability to solve problems in novel and practical situations?
A) Analytic intelligence
B) Practical intelligence
C) Synthetic intelligence
D) Emotional intelligence
B
111
Ramos-Ford and Gardner (1997) define intelligence or giftedness as:
A) A set of abilities that enable an individual to solve problems or create products of importance in a specific cultural context.
B) A single, unified ability measured by IQ tests.
C) The ability to excel in academic environments and standardized testing.
D) The capacity for high-level abstract reasoning and logical problem solving.
A
112
According to the theory of multiple intelligences proposed by Ramos-Ford and Gardner, intelligence is assumed to manifest in all of the following behaviors EXCEPT:
A) Linguistic
B) Musical
C) Political
D) Intrapersonal
C
113
Which of the following best characterizes the shift in definitions of giftedness over time?
A) A move from multiple measures of creativity and problem-solving to a focus on IQ scores.
B) A move from unitary measures of IQ to multiple measures of creativity, problem-solving ability, talent, and intelligence.
C) A shift to defining giftedness based solely on socioeconomic status.
D) A move away from problem-solving abilities toward standardized academic performance.
B
114
What is one of the major criticisms of current definitions of giftedness mentioned in the passage?
A) They focus too much on creative and artistic talents.
B) They are too inclusive and fail to prioritize academic achievement.
C) They are often elitist and tend to favor affluent and privileged groups.
D) They emphasize the development of physical intelligence over intellectual skills.
C
115
In a multicultural, pluralistic society like the United States, definitions of giftedness are influenced by all of the following EXCEPT:
A) Educational, societal, and political priorities at a specific time and place.
B) The personal beliefs of individual educators and parents.
C) Uniform criteria that apply equally to all students.
D) The different abilities and capacities valued by various communities.
C
116
The theory of multiple intelligences suggests that intelligence can be demonstrated in all of the following areas EXCEPT:
A) Spatial
B) Bodily-kinesthetic
C) Emotional
D) Interpersonal
C
117
Which of the following best describes the challenge in defining giftedness as discussed in the passage?
A) The lack of a universal agreement on what constitutes giftedness.
B) The consistent overemphasis on IQ scores as the defining measure.
C) The clear, uniform criteria that apply across all cultures and communities.
D) The ability to define giftedness without considering social or cultural influences.
A
118
Which of the following is true about definitions of giftedness, according to the passage?
A) They are static and rarely change over time.
B) They are influenced by the current educational, societal, and political context.
C) They are universally agreed upon by all educators and researchers.
D) They tend to exclude the contributions of creative individuals from minority groups.
B
119
The passage suggests that multiple intelligences theory challenges the traditional view of giftedness by:
A) Emphasizing a single measure of intelligence, such as IQ scores.
B) Expanding the definition of intelligence to include a wide range of abilities and behaviors.
C) Limiting intelligence to academic performance in structured classroom settings.
D) Focusing only on the ability to memorize facts and information.
B
120
What is the primary challenge in determining the number of gifted children?
A. Availability of reliable data
B. Defining who is gifted and what constitutes giftedness
C. Resistance from educational institutions
D. Lack of trained professionals in the field
B
121
How do definitions of giftedness differ?
A. By the types of tests used
B. By their inclusiveness and restrictiveness
C. By the geographical location of studies
D. By the age groups they target
C
122
What was the primary method of identifying gifted children before the 1950s?
A. Academic performance
B. Parental assessments
C. Intelligence tests
D. Behavioral observations
C
123
What percentage of the general population was considered gifted before the 1950s?
A. 10 to 12 percent
B. 2 to 3 percent
C. 15 to 20 percent
D. 5 to 7 percent
B
124
What significant shift occurred in the conceptualization of giftedness during the 1950s?
A. Giftedness was limited to creativity and artistic skills.
B. Giftedness was expanded to include a broader range of academic talents.
C. Intelligence tests were made more restrictive.
D. Giftedness was no longer recognized as a valid educational category.
D
125
What term was used during the 1950s to describe a broader range of gifted individuals?
A. Intellectually superior
B. Academically talented
C. Cognitive elites
D. Gifted achievers
B
126
What percentage of the general school population was suggested to be academically talented in the 1950s?
A. 15 to 20 percent
B. 2 to 3 percent
C. 10 to 12 percent
D. 25 to 30 percent
A
127
What was the primary focus of prevalence figures compiled before the 1950s?
A. Emotional intelligence
B. Academic achievement
C. Intellectual giftedness
D. Creative abilities
C
128
How did expanded definitions of giftedness in the 1950s affect prevalence figures?
A. Prevalence figures became lower.
B. Prevalence figures remained stable.
C. Prevalence figures became higher.
D. Prevalence figures were deemed irrelevant.
A
129
Why were the characteristics generated from early research not representative of gifted individuals as a whole?
A. They were based on outdated testing methods.
B. They reflected the traits of individuals from advantaged environments.
C. They ignored the role of intelligence tests.
D. They primarily focused on creativity over intellect.
D
130
How do prevalence estimates of gifted individuals change when talent development programs are considered?
A. From 2 to 3 percent
B. From 10 to 25 percent
C. From 2 to 5 percent to 10 to 25 percent
D. From 5 to 10 percent
C
131
What is a significant challenge in accurately identifying gifted individuals?
A. Resistance from policymakers
B. Oversimplified views of giftedness
C. Lack of advanced testing tools
D. Confusion between talent and intelligence
B
132
What major limitation characterized early research on giftedness?
A. Overrepresentation of younger children
B. Limited focus on non-academic traits
C. Samples that excluded diverse ethnic and cultural groups
D. A focus on socioeconomic disadvantages
C
133
What percentage of individuals is currently identified as gifted without talent development programs?
A. 2 to 5 percent
B. 10 to 15 percent
C. 20 to 25 percent
D. 1 to 3 percent
A
134
Which groups were underrepresented in early studies of giftedness?
A. Young children and males
B. Females and individuals from diverse ethnic and cultural backgrounds
C. Older individuals and urban populations
D. Socioeconomically disadvantaged individuals and rural populations
B
135
What contributed to oversimplified and incomplete views of giftedness in early studies?
A. Limited understanding of gifted traits
B. Inadequate sampling and lack of diversity
C. Reliance on talent development programs
D. Lack of collaboration among researchers
B
136
How did early researchers fail to account for socioeconomic status in their studies?
A. By using only qualitative data
B. By excluding participants from rural areas
C. By not controlling for factors directly related to socioeconomic status
D. By focusing solely on individuals from disadvantaged backgrounds
C
137
What conclusion can be drawn from the multifaceted definitions of giftedness and emerging views of intelligence?
A. Gifted individuals are limited to certain population sectors.
B. Research findings of the past should be interpreted cautiously.
C. Giftedness is defined primarily by high test scores.
D. Gifted individuals are primarily identified through early academic success.
B
138
What is a key characteristic of intellectually gifted students?
A. Exceptional athletic abilities
B. Developmental advancement in language and thought
C. High levels of social interaction
D. Preference for working in groups
B
139
How are intellectually gifted students often identified during early childhood?
A. Their strong preference for mathematics
B. Their advanced abilities in creative arts
C. Their early speaking and reading skills
D. Their interest in sports and physical activities
C
140
What does the mental age of intellectually gifted students typically indicate?
A. It aligns closely with their chronological age.
B. It exceeds their chronological age.
C. It is irrelevant to their academic success.
D. It reflects their social maturity.
B
141
How might the curiosity of intellectually gifted students affect parents and teachers?
A. It enhances collaborative teaching methods.
B. It can lead to exhaustion and desperation.
C. It creates a structured and predictable learning environment.
D. It primarily benefits younger siblings in the household.
B
142
What behavior do gifted students often display when pursuing ideas?
A. A tendency to give up quickly
B. Unusual tenacity
C. Reluctance to share their thoughts
D. Preference for working alone
B
143
Which interests might be typical of intellectually gifted students?
A. Interests characteristic of younger children
B. Interests typical of children their age
C. Interests characteristic of older children or adults
D. Interests unrelated to intellectual pursuits
C
144
What trait can intellectually gifted students’ questions and discussions reveal?
A. A lack of social awareness
B. A preference for practical activities
C. A drive for deep exploration and understanding
D. A reluctance to challenge authority figures
C
145
What is a notable emotional characteristic of gifted students?
A. They are indifferent to emotions.
B. They have intense emotional reactions.
C. They avoid experiencing sadness.
D. They are emotionally unstable.
B
146
How do creative students often approach problem-solving?
A. By relying on established methods
B. By experimenting with novel ways of processing problems
C. By delegating tasks to others
D. By avoiding risks and challenges
B
147
What is a common personality trait of creative students?
A. Low energy and focus on details
B. High energy and motivation to succeed
C. Preference for routine activities
D. Reluctance to engage in problem-solving
B
148
What is a proclivity of creative students?
A. Avoidance of risk-taking behavior
B. Preference for traditional learning methods
C. Enthusiasm for experimenting with new behaviors
D. Strong adherence to rules and guidelines
C
149
Which statement best describes gifted students as a group?
A. All gifted students display high emotional sensitivity.
B. All gifted students share identical personality traits.
C. No gifted student exhibits all the described characteristics.
D. Gifted students generally avoid social interactions.
C
150
What has had the greatest impact on the success of prominent gifted individuals?
A. School activities
B. Mentoring, special activities, and parental efforts
C. Standardized testing
D. Participation in competitive sports
B
151
What obligation do mentors and educators have toward gifted students?
A. To ensure they conform to societal norms
B. To encourage and nurture their traits and behaviors
C. To prepare them exclusively for academic success
D. To limit their risk-taking tendencies
B
152
Why might gifted students feel greater joy or sadness compared to their peers?
A. Due to their emotional excitability and high sensitivity
B. Because of their preference for social isolation
C. Due to their inability to handle stress effectively
D. Because of their reliance on external validation
A
153
What behavior reflects the risk-taking proclivity of creative students?
A. Avoiding challenges that seem too difficult
B. Exploring and experimenting with new activities
C. Relying on traditional methods for success
D. Rejecting opportunities to showcase their talents
B
154
What role do school activities typically play in the success of gifted individuals?
A. They are the primary factor in their success.
B. They have a greater impact than mentoring or parental efforts.
C. They are less influential than mentoring and parental efforts.
D. They are irrelevant to the development of gifted individuals.
C
155
What was the predominant belief regarding intelligence before the 1920s and 1930s?
A) Intelligence could be developed over time through education and practice
B) Intelligence was primarily influenced by environmental factors
C) Intelligence was an innate capacity inherited at conception
D) Intelligence was solely determined by an individual's personality traits
C
156
Who was a key figure in introducing the concept of behaviorism in the 1920s and 1930s?
A) Sigmund Freud
B) B.F. Skinner
C) John Watson
D) Albert Bandura
C
157
What did behaviorists, like Watson, believe about the environment's role in intellectual development?
A) It had no influence on intelligence
B) It played a vitally important role in both intelligence and personality
C) It was secondary to hereditary factors in shaping intelligence
D) It only affected personality, not intelligence
B
158
Initially, how did Watson view the role of heredity in intelligence?
A) It was the primary determinant of intelligence
B) It was insignificant in determining intellectual development
C) It contributed equally to intelligence along with the environment
D) It was the sole factor in intellectual development
B
159
In his later work, how did Watson modify his perspective on the origins of intelligence?
A) He rejected both heredity and environment as factors
B) He came to believe that only heredity played a role
C) He accepted that both heredity and environment contributed to intellectual ability
D) He argued that only environment played a role
C
160
What conclusion did scientists hold about intelligence before Watson's contributions?
A) Intelligence could be significantly improved through behavioral training
B) Intelligence was a fixed trait that could not be changed
C) Intelligence was solely shaped by environmental factors
D) Intelligence was determined by life experiences rather than genetics
B
161
What major shift in perspective did Watson’s work contribute to in the scientific community?
A) A focus on nature over nurture in intellectual development
B) A belief that intelligence could be completely improved through learning
C) A growing interest in the interaction between heredity and the environment
D) A dismissal of both heredity and environment in explaining intelligence
C
162
Before Watson’s work, what was the general scientific consensus on improving intellectual ability?
A) It could be improved through education and environmental manipulation
B) It was believed that intellectual ability remained fixed and could not be improved
C) It could be enhanced by focusing exclusively on behavioral modification
D) It was believed that intelligence could be modified only during early childhood
B
163
How did Watson’s views on intelligence change over time?
A) He began to emphasize the role of genetics exclusively
B) He moved from disregarding heredity to acknowledging its importance alongside the environment
C) He began to reject environmental factors in favor of genetic inheritance
D) He maintained that intelligence was entirely shaped by early childhood experiences
B
164
What did Watson’s shift in perspective suggest about the nature of intelligence?
A) It is entirely determined by environmental factors
B) It is purely an inherited trait that cannot be influenced
C) It is shaped by a combination of both inherited traits and environmental influences
D) It remains unchangeable regardless of environmental influences
C
165
During the 1930s, what percentage of an individual’s intellectual capacity did some genetic proponents believe was determined by heredity?
A) 44 to 72 percent
B) 70 to 80 percent
C) 50 percent
D) 100 percent
B
166
What was the primary focus of the "nature versus nurture" controversy during the 1930s?
A) The impact of education on intelligence
B) The relative contributions of heredity and environment to intelligence
C) The role of childhood experiences in shaping intellectual ability
D) The debate between genetics and behaviorism
B
167
How much of intelligence do studies of identical twins raised in different environments suggest is inherited?
A) 44 to 72 percent
B) 70 to 80 percent
C) 50 percent
D) 100 percent
A
168
Why is the "nature versus nurture" debate likely to continue, according to the passage?
A) The scientific community has reached a consensus on the matter
B) The complexity and breadth of the issues involved
C) Environmental factors are difficult to measure
D) Genetics alone can account for all intellectual development
B
169
What do environmentalists believe in contrast to the genetic proponents regarding intellectual development?
A) Intelligence is determined entirely by genetics
B) The environment plays a major role in shaping intelligence
C) Intelligence is a result of random chance
D) Intelligence is unaffected by environmental factors
B
170
What type of research supports the notion that a significant portion of intelligence is inherited?
A) Studies on identical twins raised in different environments
B) Studies comparing the intellectual abilities of different species
C) Research on the effectiveness of educational programs
D) Behavioral experiments focusing on learning capacity
A
171
What aspect of intelligence are scientists just beginning to understand regarding environmental influences?
A) The role of education in shaping intelligence
B) The developmental manifestation of giftedness over time
C) The influence of cultural practices on intelligence
D) The impact of genetic mutations on intelligence
B
172
What percentage of intelligence did environmentalists argue is influenced by environmental factors?
A) 70 to 80 percent
B) 50 percent
C) Less than 50 percent
D) 100 percent
C
173
In the debate about intelligence, what do studies of identical twins suggest about the relationship between heredity and environment?
A) Genetics has no impact on intelligence
B) Both heredity and environment play a role, with heredity being more influential
C) Environmental factors have a more significant role than heredity
D) Intelligence is entirely shaped by heredity
B
174
How do the current studies on intelligence affect the "nature versus nurture" controversy?
A) They provide clear evidence that one factor is more important than the other
B) They make it impossible to study the influence of each factor
C) They suggest that both heredity and environment are complexly interrelated
D) They indicate that intelligence is entirely determined by upbringing
C
175
According to Plomin and Price (2003), what role do genetic influences play in the development of intelligence?
A) Genes have no impact on the development of intelligence
B) Genetic influences contribute to both intellectual capacity and the experience itself
C) Genes only affect the intellectual capacity, not the environment
D) Intelligence is purely shaped by environmental factors
B
176
How do gifted children and youth benefit from their "appetite" for general cognitive ability?
A) They become more focused on education, but not necessarily on intellectual growth
B) They profit more fully from environmental influences over their lifetimes
C) They are less affected by environmental influences due to their innate intelligence
D) They tend to underperform academically despite their genetic abilities
B
177
What does Plomin and Price (2003) suggest about general cognitive ability in relation to gifted children?
A) It is an aptitude that can be developed with effort
B) It is more like an appetite than an aptitude
C) It is a fixed trait determined solely by genetics
D) It has no real influence on their learning or academic performance
B
178
What has been the primary focus of the research so far regarding intelligence, as mentioned in the passage?
A) The role of education in enhancing intelligence
B) The origins of intelligence rather than giftedness specifically
C) How giftedness emerges through social interactions
D) The influence of environmental factors on intelligence
B
179
What complicates the precise investigation of the origins of giftedness?
A) The complexity of the definitions of giftedness
B) The lack of scientific interest in giftedness
C) The inability to distinguish between giftedness and intelligence
D) The overemphasis on environmental factors
A
180
According to the passage, how do bright children typically engage with their peers and educational programs?
A) They avoid interactions with peers to focus on intellectual growth
B) They tend to select and be selected by peers and educational programs that foster their abilities
C) They struggle with selecting appropriate educational programs
D) They prefer unstructured environments over formal educational settings
B
181
What does the idea that gifted children have an "appetite" for general cognitive ability imply?
A) That giftedness is entirely environmental and not influenced by genetics
B) That gifted children are driven to seek out and benefit from intellectual opportunities
C) That gifted children lack interest in learning and prefer non-intellectual activities
D) That giftedness is fixed and cannot be influenced by environmental factors
B
182
Why is it difficult to study the origins of giftedness?
A) There are no distinct characteristics that define giftedness
B) Researchers have been focused on general intelligence rather than giftedness
C) Giftedness cannot be measured reliably in children
D) Most definitions of giftedness are universally agreed upon
B
183
What aspect of giftedness do Plomin and Price (2003) argue is important for understanding its development?
A) The fixed nature of intellectual capacity
B) The relationship between genetic influences and the environment
C) The definition of giftedness as strictly intellectual aptitude
D) The role of childhood experiences in shaping giftedness
B
184
What is a key challenge in defining giftedness, as discussed in the passage?
A) The lack of any measurable traits that indicate giftedness
B) The continuous evolution of how giftedness is defined
C) The inability to differentiate giftedness from general intelligence
D) The overemphasis on genetic factors over environmental ones
B
185
According to the "Star Model," which of the following is considered a static factor in the development of giftedness?
A) Motivation
B) Economic status
C) Resilience
D) Emotional distress
B
186
Which of the following factors associated with giftedness is described as evolving and responsive to changes in the environment?
A) Nonintellective factors
B) Static factors
C) Environmental supports
D) Chance
C
187
What does Hughes (2009) suggest about giftedness in relation to its development?
A) Giftedness is fixed and measurable
B) Giftedness is grown over time and cannot be definitively fixed or measured
C) Giftedness is based solely on innate talent
D) Giftedness is diagnosed through standardized tests only
B
188
In the "Star Model," what is associated with special abilities such as those found in child prodigies?
A) Nonintellective factors
B) Superior general intellect
C) Distinctive special aptitudes
D) Environmental supports
C
189
What type of factors are described as being associated with psychopathology and perfectionism in gifted individuals?
A) Static factors
B) Nonintellective factors
C) Special aptitudes
D) Environmental supports
B
190
How does the "Star Model" view the role of environmental supports in giftedness?
A) They are irrelevant to the development of giftedness
B) They enable giftedness to mature by providing nurturing, encouragement, and even pressures
C) They are static and unchanging factors that cannot influence giftedness
D) They limit the development of giftedness due to external expectations
B
191
What element in the "Star Model" refers to factors like race and economic status that remain relatively constant?
A) Environmental supports
B) Static factors
C) Dynamic factors
D) Special aptitudes
B
192
Which element in the "Star Model" is related to the role of chance in the development of giftedness?
A) Nonintellective factors
B) Superior general intellect
C) Environmental supports
D) Chance
D
193
What does the "Star Model" suggest is necessary for the maturing of giftedness?
A) Only innate intelligence
B) Consistent formal education
C) A supportive social context with nurturance and encouragement
D) Isolated, individual effort
C
194
What is the primary distinction between static and dynamic factors in the context of giftedness?
B
195
According to Colvin (2008), what is the primary factor that separates world-class performers from others?
A) Natural talent and innate gifts
B) Consistent and deliberate practice
C) Good luck and chance
D) Strong environmental support
B
196
What does Colvin (2008) suggest happens in the absence of consistent and persistent practice?
A) Gifted individuals still achieve outstanding performance
B) Giftedness is fully realized without effort
C) Giftedness remains dormant and unexpressed
D) Talent becomes irrelevant to success
C
197
In Colvin's view, what is the consequence of not engaging in deliberate practice?
A) The development of innate gifts and talents becomes irrelevant
B) The potential contributions of gifted individuals are never realized
C) Giftedness leads to immediate success without further effort
D) Artists, musicians, and inventors achieve success without practice
B
198
What does Colvin (2008) argue about the value placed on innate talents?
A) Innate gifts are the sole determinant of success
B) Innate talents are often overvalued in the pursuit of excellence
C) Talent is the only factor needed for outstanding performance
D) Hard work is secondary to natural ability
B
199
What types of contributions does Colvin suggest are often unexpressed without persistent practice?
A) Minor improvements and discoveries
B) Artistic performances, medical advances, and inventions
C) Social interactions and communications
D) Intellectual knowledge without practical application
B
200
Which of the following best describes the current shift in assessment procedures for identifying giftedness?
A) The focus has shifted to elitist definitions and exclusive approaches.
B) More narrowly focused methods are being used to identify gifted individuals.
C) The focus is now on inclusive and defensible methods of assessment.
D) Traditional intelligence tests are being favored for identifying gifted children.
C
201
What is the main reason tests are being more carefully selected for identifying gifted individuals?
A) To ensure that the tests are designed for the children they are used on.
B) To maintain exclusive eligibility for gifted programs.
C) To rely on broader measures of intelligence.
D) To limit the number of students identified as gifted.
A
202
What is the current aim of the identification process for giftedness?
A) To label individuals as gifted.
B) To focus solely on measuring intelligence.
C) To identify needs and potentials rather than just labeling.
D) To exclude disadvantaged children from gifted programs.
C
203
Which of the following best describes the approach to identifying gifted children who are disadvantaged?
A) Relying only on formal intelligence tests.
B) Focusing on a single criterion for giftedness.
C) Using a variety of methods to assess multiple dimensions of giftedness.
D) Prioritizing the exclusion of disadvantaged children from gifted programs.
C
204
What is a key characteristic of the contextual paradigm approach to identifying giftedness?
A) It uses only traditional intelligence tests.
B) It values the perspectives of community members, including parents and grandparents.
C) It disregards nontraditional measures of giftedness.
D) It focuses exclusively on standardized assessments.
B
205
In the new approach to giftedness identification, which of the following is included as a nontraditional measure?
A) Only formal IQ scores.
B) Peer nomination and assessments by non-educational personnel.
C) Strict adherence to traditional cutoff scores.
D) Exclusion of students based on their cultural backgrounds.
B
206
How are the identification procedures adjusted if a large percentage of students belong to a particular cultural minority group?
A) The procedures remain unchanged to maintain consistency.
B) The procedures are reexamined and adjusted to improve inclusivity.
C) The minority group is excluded from gifted programs.
D) The procedures are simplified to avoid bias.
B
207
Which of the following is a key aspect of the new approaches to identifying gifted children?
A) A focus on intelligence alone.
B) Emphasis on adaptive behavior assessments and understanding student motivations.
C) Exclusion of students who do not meet traditional intelligence score thresholds.
D) A focus on measuring only academic achievements.
B
208
What is the primary concern with using standard cutoff scores in identifying gifted individuals?
A) They may favor particular groups and exclude others.
B) They are too complex and difficult to administer.
C) They help ensure that only the most gifted students are selected.
D) They provide a clear and unbiased way to identify all students.
A
209
How does the new thrust in giftedness identification differ from previous methods?
A) It focuses solely on identifying exceptional intelligence.
B) It incorporates both talent development and talent identification.
C) It limits the number of gifted students based on rigid criteria.
D) It continues to rely on exclusive and elitist methods.
B
210
What is the first step in identifying gifted students?
A) Evaluating student projects
B) Screening to select potentially gifted students
C) Administering creativity tests
D) Using intelligence tests exclusively
B
211
Historically, which two measures were primarily used to select the initial pool of gifted students?
A) Achievement tests and teacher nominations
B) Group intelligence tests and teacher nominations
C) Peer nominations and classroom observations
D) Parent nominations and developmental inventories
B
212
What has changed in the approach to assessing giftedness?
A) The focus has shifted to using only one-dimensional intelligence tests.
B) The assessment process now incorporates a variety of data-collection techniques.
C) Teacher nominations are no longer used in identifying gifted students.
D) The emphasis is on using achievement tests exclusively.
B
213
Which of the following is NOT typically included in the screening process for identifying gifted students?
A) Developmental inventories
B) Teacher nominations
C) Standardized intelligence tests only
D) Creativity tests
C
214
In addition to intelligence tests, what is another measure used in the identification of gifted students?
A) Peer nominations
B) Strict reliance on academic grades
C) Physical fitness tests
D) Teacher evaluations of student projects
A
215
What is a common issue with teacher nominations in the gifted screening process?
A) Teachers tend to favor students who are disruptive and confrontive.
B) Teachers often overlook well-mannered and cooperative students.
C) Bright underachievers who are confrontive or disruptive may be overlooked.
D) Teachers are equally likely to recognize all gifted students, regardless of behavior.
C
216
Which group of students is much less likely to be recognized as potentially gifted through teacher nominations?
A) Students who are well-mannered and task-oriented
B) Students from low socioeconomic and ethnic minority groups
C) Students who are highly cooperative
D) Students with high academic achievement
B
217
What is one of the problems teachers face in the nomination process for gifted students?
A) Lack of access to standardized testing data
B) Unfamiliarity with the traits, behaviors, and dispositions that indicate giftedness
C) Inability to evaluate student performance in non-traditional settings
D) Teachers always overestimate students' potential
B
218
How have some of the issues with teacher nominations been addressed?
A) Teachers have been provided with additional training on various forms of giftedness.
B) The use of standardized tests has been eliminated in favor of teacher judgment.
C) Teachers now exclusively rely on academic achievement for nominations.
D) Teacher nominations have been entirely replaced by peer nominations.
A
219
How does a teacher's understanding of giftedness impact the nomination process?
A) Teachers with limited knowledge are better equipped to make nominations.
B) Teachers with a thorough understanding of giftedness are better able to provide useful information.
C) Teachers who understand giftedness tend to nominate fewer students.
D) Teachers who are unfamiliar with giftedness make more accurate nominations.
B
220
What is a significant problem with some intelligence tests when identifying gifted students?
A) They provide too many opportunities for children to demonstrate their potential.
B) They are only applicable to students with average abilities.
C) Some intelligence tests have low ceilings, preventing gifted children from demonstrating their potential.
D) They are designed to identify underachievers and students with learning difficulties.
C
221
Which of the following is an advantage of intelligence testing in identifying gifted students?
A) It accurately identifies students from diverse cultural backgrounds.
B) It helps identify underachievers with high intellectual potential.
C) It exclusively identifies academically successful students.
D) It measures both intellectual ability and emotional intelligence.
B
222
What is a serious limitation associated with intelligence tests?
A) They measure only emotional intelligence.
B) They are difficult to administer to large groups.
C) They may not adequately assess children from cultures different from those for whom the tests were designed.
D) They always overestimate a student's intellectual ability.
C
223
What progress has been made in addressing issues with intelligence testing?
A) Intelligence tests are now universally applicable to all students.
B) Efforts are being made to better identify gifted children who are minorities or underachievers.
C) Intelligence tests are now more likely to exclude students from minority backgrounds.
D) There is a move to eliminate intelligence testing entirely.
B
224
What problem is common in achievement tests when used for gifted students?
A) They are not challenging enough for students with average abilities.
B) They may prevent gifted students from showing their full potential due to ceiling effects.
C) They fail to measure academic achievement accurately.
D) They do not measure creativity or motivation.
B
225
How do ceiling effects impact achievement tests for gifted students?
A) They allow gifted students to show their maximum potential.
B) They prevent gifted students from demonstrating their achievement at higher levels.
C) They provide a more accurate assessment of gifted students.
D) They only affect students with low intellectual abilities.
B
226
What do professionals recommend to address the ceiling effect in achievement testing?
A) Use only traditional, grade-level achievement tests.
B) Use off-level or above-level achievement tests to better gauge gifted students' abilities.
C) Eliminate achievement tests for gifted students.
D) Increase the number of standardized tests used in schools.
B
227
What is the primary purpose of using higher grade-level assessments for gifted students?
A) To prevent gifted students from being over-challenged.
B) To avoid the ceiling effect and accurately measure the students' capabilities.
C) To ensure that all students are assessed at the same level.
D) To reduce the number of students identified as gifted.
B
228
Which of the following statements is true about intelligence tests for gifted students?
A) They are designed for students who have exceptionally high intellectual abilities.
B) They often do not allow students to show their full intellectual potential.
C) They are universally applicable across all student populations.
D) They are most accurate for identifying gifted students from low socioeconomic backgrounds.
B
229
Why might group-administered intelligence tests be less effective for identifying gifted students?
A) They tend to be too complex for gifted students to complete.
B) They do not allow students to demonstrate exceptionally high intellectual abilities.
C) They are designed specifically for identifying underachievers.
D) They focus on emotional and social intelligence rather than intellectual potential.
B
230
How can schools address the limitations of intelligence tests for gifted students?
A) By relying more on teacher nominations than testing.
B) By reducing the number of gifted students in special programs.
C) By excluding students from minority backgrounds from intelligence testing.
D) By using off-level achievement tests to better assess gifted students.
D
231
What is a ceiling effect in the context of intelligence and achievement testing?
A) A situation where test items are too easy for gifted students, limiting their ability to show their full potential.
B) A test that overestimates a student's abilities.
C) A situation where the test items are too challenging for any student to complete.
D) A situation where all students perform equally well on the test.
A
232
Which of the following is a common limitation of achievement tests for gifted students?
A) They are overly challenging and difficult to administer.
B) They may not reflect the true achievement of gifted students due to restricted test items.
C) They are universally applicable to all academic abilities.
D) They accurately assess the full range of academic talent.
B
233
What is a key reason for using off-level or above-level achievement tests?
A) To ensure that all students are assessed equally.
B) To ensure that gifted students are not overlooked due to ceiling effects.
C) To simplify the testing process for gifted students.
D) To eliminate bias in achievement testing.
B
234
How can intelligence testing reveal underachieving gifted students?
A) By focusing on creativity and social skills.
B) By identifying students who have high intellectual potential but poor school performance.
C) By solely measuring academic achievement.
D) By providing a complete picture of a student’s emotional and social development.
B
235
What is the primary purpose of creativity tests?
A) To assess academic achievements in students
B) To discover capacities that may not be evident in normal classroom interactions
C) To measure students' emotional intelligence
D) To identify students who excel in standardized tests
B
236
What is a typical question on a creativity test measuring divergent thinking?
A) "What would happen if your eyes could be adjusted to see things as small as germs?"
B) "What is the capital of your country?"
C) "How many books did you read this year?"
D) "What is your favorite subject in school?"
A
237
What is the main distinction between creativity tests and other types of assessments?
A) Creativity tests measure creative achievement, not potential.
B) Creativity tests focus on testing knowledge of specific subjects.
C) Creativity tests measure creative potential, not creative achievement.
D) Creativity tests assess only academic performance.
C
238
What is essential for students identified as gifted to achieve their creative potential?
A) Receiving standardized academic instruction only
B) Being tested regularly to measure their progress
C) Having sufficient time and opportunities to explore and develop their unique abilities
D) Competing with other gifted students for recognition
C
239
What is one key recommendation for the identification and selection of gifted students?
A) Relying solely on standardized testing
B) Using assessment tools that are closely related to the district's definition of giftedness
C) Selecting students based on academic grades only
D) Focusing only on traditional intelligence tests
B
240
What is the suggested time frame during which many young children with high cognitive ability (HCA) can be identified?
A) Early in the first year of life
B) Middle of the second year of life
C) Late in the third year of life
D) Early in the third year of life
B
241
During the first 15 months of life, what is the primary context for social interactions with children?
A) Playtime with toys and games
B) Activities like feeding, bathing, and changing diapers
C) Structured educational sessions
D) Parent-child conversations during walks
B
242
What role do parents play in advancing social and cognitive development during the first 15 months of life?
A) Parents provide primarily physical support
B) Parents focus on teaching formal academic skills
C) Parents engage in stimulating activities and convey trust
D) Parents exclusively focus on sleep routines
C
243
What type of sensory experiences are parents encouraged to provide during early interactions?
A) Watching television together
B) Giving sensory feedback such as bare-skin cuddling and tickling
C) Using electronic toys to engage with the child
D) Providing visual stimuli through colorful pictures
B
244
Which of the following is most likely to be a consequence of early, concentrated, language-centered involvement with children?
A) The child will develop physical motor skills more quickly
B) The child will show increased cognitive, social, and linguistic skills
C) The child will become more independent at an earlier age
D) The child will exhibit greater interest in formal schooling
B
245
As children progress through infancy, toddlerhood, and preschool, how do their experiences change?
A) They become less dependent on adult guidance
B) Their experiences become more varied and suited to emerging interests
C) They only focus on formal academic activities
D) They begin to engage mostly in solitary play
B
246
What is the role of stories in language and cognitive development for young children?
A) They provide entertainment without educational value
B) They are read and told to encourage development
C) They are solely used for bedtime routines
D) They serve as a method to teach formal writing skills
B
247
How do parents encourage cognitive and linguistic development through storytelling?
A) By focusing only on stories that involve complex vocabulary
B) By asking the child to memorize the stories
C) By urging children to create their own stories
D) By reading stories with little interaction or discussion
C
248
How does early involvement in language and cognitive development contribute to gifted children’s skills?
A) It prevents them from struggling in later academic years
B) It allows them to develop a strong foundation for advanced skills such as reading before entering formal schooling
C) It encourages them to skip early educational stages
D) It exclusively focuses on academic learning without emotional development
B
249
What type of conversations are encouraged to foster language development in children?
A) Spontaneous discussions that arise from events of immediate interest
B) Long, structured academic dialogues
C) Conversations that exclusively focus on social manners
D) Daily recitations of memorized facts
A
250
What is the primary focus of traditional preschool programs for gifted children?
A) Only social and emotional development
B) Primarily the development of academic skills
C) Exclusively creativity and artistic expression
D) Preparing children for adult responsibilities
B
251
What other area, besides academic skills, do many traditional preschool programs emphasize?
A) Physical development
B) Creativity and artistic expression
C) Affective and social development
D) Financial literacy
C
252
What is a primary consideration for entry into traditional preschool programs for gifted children?
A) The child’s artistic abilities
B) The child’s IQ and social maturity
C) The child’s emotional intelligence
D) The child’s age
B
253
What is the goal of creativity programs for gifted children?
A) To teach traditional academic skills
B) To help children develop natural talents in artistic and creative domains
C) To focus solely on physical development
D) To prepare children for social situations
B
254
Besides fostering creativity, what is another purpose of creativity programs for gifted children?
A) To prevent involvement in traditional academic areas
B) To help children discover their own areas of promise
C) To prepare them for emotional maturity
D) To focus on developing IQ scores
B
255
Which of the following best describes the concept of differentiated education for gifted students?
A) A uniform curriculum designed for all students with minimal adjustments
B) An education suited to the natural abilities and interests of gifted students
C) A curriculum that delivers content at a slower pace to accommodate all learners
D) A focus on basic education skills and minimal challenges
B
256
Which of the following is NOT typically a component of differentiated education for gifted students?
A) Delivering more challenging content
B) Using a variety of engaging instructional strategies
C) Focusing solely on basic literacy and numeracy skills
D) Pursuing highly specialized content
C
257
In differentiated education, which of the following is emphasized for gifted students?
A) Rigid adherence to standard curricula
B) Instruction that matches the attributes, capacities, motivations, and interests of students
C) A focus on elementary-level content for all students
D) A standardized delivery of content for all learners
B
258
The primary goal of differentiated education for gifted students is to:
A) Deliver content at a slower pace for better retention
B) Adjust the curriculum to the learning speeds and interests of all students
C) Provide a uniform educational experience for all students
D) Tailor education to match the natural abilities and interests of gifted students
D
259
Which of the following best reflects a common instructional strategy for gifted students in a differentiated education setting?
A) Delivering content at a uniform pace for all students
B) Providing content that is more complex and at a higher level
C) Simplifying content to ensure comprehension by all students
D) Using one method of instruction for every student
B
260
Which of the following factors is primarily considered when selecting instructional approaches for gifted students?
A) Availability of resources in the community
B) Types of giftedness the school system is capable of supporting
C) Teacher experience in working with diverse student populations
D) Economic status of students
B
261
When a school system is focused on enhancing creativity, which of the following is most likely to be used in the identification process?
A) Measures of creativity
B) Mathematical aptitude assessments
C) Behavioral checklists
D) Academic achievement tests
D
262
In the process of planning for gifted students, which of the following comes directly after determining the types of giftedness to emphasize?
A) Selecting appropriate identification criteria
B) Choosing suitable service delivery systems
C) Deciding on organizational structures
D) Setting continuous evaluation procedures
B
263
Which of the following is a primary concern when selecting organizational structures for gifted education programs?
A) The popularity of the program among the student body
B) The availability of special education funding
C) The type of giftedness to be supported and how to structure the learning environment
D) Teacher qualifications in gifted education
C
264
What role does continuous evaluation play in gifted education programs?
A) It ensures the program is meeting legal standards.
B) It helps assess the effectiveness of the program and informs necessary changes.
C) It tracks student grades over time.
D) It compares the program to other districts' gifted education programs.
B
265
What is one of the advantages of pullout programs for gifted students?
A) Students are able to remain with their peers throughout the school day.
B) Gifted students have opportunities to interact with others and pursue specialized interests.
C) The program is often less expensive than other service delivery options.
D) Pullout programs prevent students from missing assignments in general education classes.
B
266
Which of the following is a disadvantage associated with pullout programs for gifted students?
A) They may lead to more opportunities for gifted students to explore general education content.
B) They can result in gifted students being disengaged or spending time on irrelevant activities.
C) Pullout programs make it difficult to assess the needs of gifted students.
D) They provide too much support for gifted students, preventing them from developing independence.
B
267
What is one key feature of the organizational structures for gifted students that is shared with special education programs?
A) They rely on standardized tests to identify students.
B) They offer various delivery models to meet the needs of students.
C) They only focus on accelerating students in core academic areas.
D) They exclude students from general education settings entirely.
B
268
Which of the following is typically a key challenge in implementing pullout programs for gifted students?
A) Gifted students often do not participate in standard testing.
B) The students are required to make up missed assignments when they return to their regular classes.
C) The pullout programs are rarely successful in improving student outcomes.
D) The pullout programs are usually poorly received by students and their families.
B
269
What type of educational environment is most beneficial for gifted students in pullout programs?
A) Standardized classroom settings with little modification
B) Environments that are responsive to their interests, talents, and capacities
C) Programs that do not allow for peer interaction
D) Classes focused on general academic achievement without specialized content
B
270
What is one of the benefits of assigning gifted students to a special class supplemented with opportunities for integrated coursework?
A) They can avoid interaction with regular students
B) They can participate in directed independent studies, seminars, mentorships, and cooperative studies
C) They receive instruction exclusively in general education settings
D) They are removed from all other academic challenges
B
271
What is a potential disadvantage of assigning gifted students to a special class?
A) The students have limited access to regular academic curriculum
B) The program lacks sufficient financial and human resources
C) Students are isolated from any academic opportunities with peers
D) Special class teachers are often too skilled and overqualified
B
272
What is a significant challenge when implementing service delivery and designing curricula for gifted students?
A) Over-reliance on standardized testing
B) Availability of sufficient financial and human resources
C) Lack of interest in academic achievement
D) Focusing only on one subject area
B
273
Which of the following is an optimal condition for the success of programs for gifted students?
A) The program should limit student engagement in new experiences.
B) The system should be inflexible in determining student placement and progress.
C) Delivery systems should facilitate specific curricular goals and mesh with state standards.
D) The curriculum should not correspond with the types of giftedness being nurtured
C
274
What characteristic is essential for teachers of gifted students in order to create a successful program?
A) A preference for working in isolation from other educators
B) Advanced preparation and knowledge in gifted education
C) A focus on standardized teaching methods only
D) Avoiding differentiated instruction in the classroom
B
275
Which of the following is a key quality that effective teachers of gifted students must possess?
A) A lack of flexibility in teaching strategies
B) A belief in differentiated instruction and active implementation of it
C) A tendency to work alone without collaboration
D) A reluctance to adapt to changes in education
B
276
What is one requirement for special-class instruction for gifted students to be effective?
A) A teacher with general education certification only
B) A focus on standardized testing and rote memorization
C) Skilled teachers who specialize in gifted education
D) No additional funding beyond what is available for regular education
C
277
Which of the following is an important component of an ideal classroom for gifted students?
A) Limited use of diverse instructional strategies
B) A climate of excellence with high standards and significant student engagement
C) A lack of opportunities for collaboration among professionals
D) Strict adherence to the standard curriculum without flexibility
B
278
What aspect of teaching is emphasized for successful programs serving gifted students?
A) Following a rigid, non-adaptive teaching style
B) Leadership and some autonomy in fulfilling teaching responsibilities
C) Limited use of technology and teaching aids
D) Teacher-centered, one-size-fits-all instruction
B
279
What is one of the potential challenges faced when implementing programs for gifted students?
A) Excessive funding and resources for gifted education
B) Difficulty in ensuring the program matches the types of giftedness being nurtured
C) Ensuring that students are kept in specialized environments with no access to general education
D) Lack of interest from gifted students in participating in specialized programs
B
280
What is one advantage of assigning gifted students to a special class, according to the passage?
A) Students only interact with other gifted students.
B) The curriculum is always the same as in regular classes.
C) Students can experience both intensive interaction with other gifted students and regular students.
D) Special classes require fewer financial resources than integrated classes.
C
281
What is a key disadvantage of special classes for gifted students?
A) Lack of opportunities for directed independent studies.
B) Difficulty in hiring skilled teachers due to insufficient funds.
C) Excessive teacher autonomy in fulfilling teaching responsibilities.
D) Inadequate support for gifted students' social needs.
B
282
What is a major challenge when implementing service delivery for gifted students?
A) Maintaining student engagement.
B) Ensuring teachers have advanced knowledge of gifted education.
C) Securing sufficient financial and human resources.
D) Balancing course work between regular and special classes.
C
283
What condition is associated with successful classrooms and programs for gifted students?
A) Teachers who rely solely on traditional methods of instruction.
B) Teachers who do not work collaboratively with other professionals.
C) Teachers who enjoy working collaboratively with other professionals.
D) Teachers who avoid differentiating instruction.
C
284
Which of the following is a requirement for effective teachers of gifted students?
A) A preference for independent work rather than collaborative activities.
B) A disposition for leadership and some autonomy in fulfilling teaching responsibilities.
C) A focus on teaching only gifted students in isolation.
D) A lack of access to differentiated instruction strategies.
B
285
What is the primary goal of the special class for gifted students as mentioned in the passage?
A) To isolate gifted students from regular students.
B) To provide a curriculum identical to that of regular education.
C) To offer a blend of specialized education and interaction with regular students.
D) To prioritize academic performance over social development.
C
286
What does the passage suggest is necessary for designing curricula for gifted students?
A) Focus only on academic growth and achievement.
B) Align curricula with state standards and the types of giftedness being nurtured.
C) Restrict course work to a single subject area.
D) Emphasize social activities over academic goals.
B
287
How do successful delivery systems for gifted education ensure effective student progress?
A) By avoiding flexibility in determining student placement.
B) By concentrating solely on extracurricular activities.
C) By facilitating the achievement of specific curricular goals and high student engagement.
D) By limiting access to specialized teachers.
C
288
What is the ideal teacher preparation for those working with gifted students?
A) Teachers who have general teaching certification and no additional specialized training.
B) Teachers who have advanced preparation and knowledge specifically related to gifted education.
C) Teachers who focus primarily on behavior management strategies.
D) Teachers who rely on standardized tests to assess gifted students.
B
289
What does the passage suggest about the role of flexibility in gifted education programs?
A) It is unnecessary as long as the curriculum is standardized.
B) Flexibility should be used to design curriculum and determine student placement and progress.
C) Flexibility should be avoided to maintain consistency in the education system.
D) Flexibility should only be applied in extracurricular activities.
B
290
What is a common characteristic of enrichment courses such as music appreciation and foreign languages?
A) They are significantly more difficult than other classes.
B) They are usually added to a student’s curriculum without increasing the overall difficulty level.
C) They involve advanced mathematical concepts.
D) They focus primarily on physical skills development.
B
291
Which of the following best describes a form of enrichment that also qualifies as acceleration?
A) A student mastering advanced concepts in a subject area well beyond their current grade level.
B) A student developing basic thinking skills like memorization.
C) A student focusing on personal interests unrelated to academic subjects.
D) A student participating in classes that repeat earlier learning content.
A
292
What is a primary issue with how enrichment is often applied in education?
A) It is typically well-planned with clear objectives.
B) It is frequently implemented in a superficial, sporadic, and unstructured manner.
C) It is mostly applied to lower-level students.
D) It is consistently aligned with rigorous educational standards.
B
293
How are quality enrichment programs characterized?
A) They focus on easy and repetitive assignments.
B) They consist of challenging assignments, carefully selected activities, and fair evaluations.
C) They emphasize routine and unchallenging learning tasks.
D) They provide only extracurricular opportunities unrelated to academic development.
B
294
Which of the following best represents a core feature of current enrichment practices?
A) They exclusively rely on traditional textbooks and classroom lectures.
B) They make full use of modern digital tools like wikis, blogs, and podcasts.
C) They are limited to in-person interactions with instructors.
D) They focus entirely on personal development activities outside of academic subjects.
B
295
What does the "Renzulli Learning: Differentiation Engine" provide for gifted students?
A) A standard curriculum for all students.
B) A specialized database for personalized learning options.
C) A simple list of enrichment activities unrelated to the curriculum.
D) A method for assessing general academic performance.
B
296
What is a criticism some professionals have about enrichment activities?
A) They are too advanced for most students.
B) They tend to be light in content and focused on educational trivia.
C) They focus exclusively on higher-order thinking skills.
D) They are always carefully planned with specific objectives.
B
297
Which of the following is emphasized in high-quality enrichment programs?
A) Emphasis on rote memorization and basic skills.
B) Student engagement through activities that stress higher-order thinking and application.
C) Instruction that avoids challenging students to think critically.
D) A focus on physical and social development over academic skills.
B
298
How is enrichment most commonly used in serving gifted students?
A) It is the most common and effective administrative approach.
B) It is applied as a token response to parental demands.
C) It is usually reserved for students who have not mastered basic concepts.
D) It is used exclusively for extracurricular purposes, outside of regular classes
A
299
In the context of enrichment, what is meant by "higher-order thinking"?
A) Memorization of facts and data.
B) The development of skills such as synthesis, analysis, interpretation, and evaluation.
C) The ability to complete simple assignments.
D) A focus on completing easy tasks quickly.
B
300
What is a key characteristic of enrichment activities?
A) They focus solely on physical skills development.
B) They are primarily designed to reinforce basic skills.
C) They only take place in large-group settings.
D) They involve exciting topics not normally pursued in the general curriculum.
D
301
According to the passage, what factors contribute to the success of enrichment programs?
A) High student interest, excellent teaching, and superb mentoring.
B) Focusing on standardized tests and achievement results.
C) Strictly adhering to traditional educational methods.
D) Restricting the topics covered to those in the standard curriculum.
A
302
What does the evidence suggest about the impact of enrichment on achievement test results?
A) Enrichment activities generally decrease test performance.
B) Enrichment does not appear to detract from success on achievement tests.
C) Enrichment activities are not related to achievement test outcomes.
D) Enrichment negatively impacts students' ability to perform on tests.
B
303
What is one benefit of enrichment activities for students pulled out of regular classrooms?
A) They do not suffer socially from participating in enrichment programs.
B) They experience social isolation from their peers.
C) They have limited opportunities for real-life problem-solving.
D) They are less engaged in their general education curriculum.
A
304
How are acceleration and enrichment related in the context of gifted education?
A) They are unrelated and serve different purposes.
B) They are complementary parts of curricular and service delivery systems.
C) Acceleration is used exclusively, while enrichment is avoided.
D) Enrichment is a substitute for acceleration in gifted programs.
B
305
What is the primary focus of most programs designed to nurture students' talents in both academic and nonacademic areas?
a) To provide a well-rounded education in all subjects
b) To focus entirely on academic achievement
c) To divide the school day between academic subjects and arts studies
d) To offer extracurricular activities outside of school hours
C
306
How do most programs providing arts instruction to students typically operate?
a) Schools manage both academic and arts instruction
b) Independent institutions generally provide arts instruction
c) The students must independently seek out arts education
d) Arts programs are provided during extracurricular hours
B
307
Which of the following is NOT commonly emphasized in talent development programs for gifted students?
a) Creative writing
b) Motion picture production
c) Performing arts
d) Physical education
D
308
In what way is distance education beginning to impact programs for gifted students?
a) It is helping to standardize learning experiences
b) It is offering advanced and stimulating learning experiences
c) It is replacing traditional classroom education
d) It is only used for supplementary instruction
B
309
What is a key characteristic of governor’s schools?
a) They are long-term residential programs
b) They are typically held at university sites during the summer
c) They focus primarily on extracurricular activities
d) They are available to all students regardless of academic achievement
B
310
Which type of students are selected for programs like talent identification programs and specialized schools?
a) Students who excel only in academic subjects
b) Students who have high levels of physical endurance
c) Competitively selected students with talents in specific areas
d) Students with average academic performance
C
311
What role do these specialized schools play in the social and emotional development of students?
a) They focus solely on academic achievement, neglecting social development
b) They provide opportunities to build friendships and support networks
c) They require students to study in isolation from their peers
d) They focus only on extracurricular activities without academic support
B
312
What is the primary criterion for selecting faculty members at specialized talent development schools?
a) Their ability to teach across all subjects
b) Their competence in specific fields and ability to motivate students
c) Their popularity with students
d) Their ability to manage large classrooms
B
313
Which of the following best describes the availability of these specialized programs?
a) They are widely available to all students
b) They are rare and serve only a small number of students
c) They are free of charge for all students
d) They are available only to students in urban areas
B
314
What is one potential benefit of attending specialized programs for talented students?
a) Students are isolated from their peers
b) Students receive no exposure to academic subjects
c) Students can develop strong friendships and support networks
d) Students only focus on arts-related subjects
C
315
What is one way parents can help their children move to higher levels of learning?
a) By limiting their exposure to new ideas
b) By focusing only on academic subjects
c) By asking questions that encourage analysis, synthesis, and evaluation
d) By discouraging extracurricular activities
C
316
What role do discussions with peers and other adults play in a child's development?
a) They introduce new perspectives and help deepen understanding
b) They help the child to learn solely through observation
c) They replace the need for parental involvement
d) They are only beneficial in early childhood
A
317
Which of the following is NOT listed as a way parents can encourage their children’s development?
a) Furnishing books and reading materials
b) Limiting access to technologies
c) Providing access to various technologies
d) Encouraging participation in cultural events
B
318
What type of activities are parents encouraged to foster for their children’s development?
a) Activities that only focus on academic learning
b) Activities that discourage interaction with mentors
c) Activities that isolate children from their peers
d) Extracurricular and community activities outside the home
D
319
What is one example of equipment parents might provide to nurture their children's specific interests?
a) Television sets for entertainment
b) Microscopes, musical instruments, and art materials
c) Personal computers for gaming
d) Video cameras for recording home events
B
320
What is one challenge faced by gifted students in making career and educational choices?
A) Lack of interest in various fields
B) Multipotentiality (the ability to excel in many areas)
C) Limited access to career-related programs
D) Overemphasis on one specific area of expertise
B
321
Which of the following is NOT typically included in programs for gifted adolescents?
A) Career education
B) Personal counseling
C) Extended summer vacations
D) Career guidance
C
322
What was highlighted by gifted middle and high school students as a factor in enhancing their learning experience?
A) Teachers who give standardized exams
B) Teachers who focus solely on theoretical concepts
C) Teachers who show excitement and passion for the subject
D) Teachers who provide little feedback
C
323
What is one of the primary benefits of differentiated learning experiences for elementary and middle school gifted students?
A) More time for extracurricular activities
B) Opportunities to investigate and explore various fields
C) Less rigorous academic standards
D) Focus solely on academic theory
B
324
How do career-related opportunities for gifted students help them?
A) By providing quick career paths without much exploration
B) By making them decide on a career immediately after high school
C) By helping them understand the time demands and stress of various professions
D) By eliminating the need for further educational requirements
C
325
What kind of experiences do gifted elementary students often have in career exploration?
A) Weekly seminars during regular school hours
B) In-depth university courses
C) Saturday or weekend explorations
D) Extensive international internships
C
326
How do career education activities evolve as gifted students mature?
A) They become less varied and more focused on a single discipline
B) They become more sophisticated and varied
C) They stop including professional discussions
D) They shift to career readiness programs only
B
327
What is a typical feature of condensed programming at the high school level for gifted students?
A) Limiting their access to college-level courses
B) Enrolling in early graduation programs and intensive summer courses
C) Eliminating all extracurricular activities
D) Delaying college admission until the age of 18
B
328
What is a characteristic of gifted students' readiness for college-level coursework?
A) They are generally unprepared for advanced coursework before age 18
B) They are ready for college-level work as early as age 14, 15, or 16
C) They only pursue college coursework after completing high school
D) They require extra years of schooling before attending college
B
329
At what age can some gifted students be prepared for college-level experiences?
A) Only after age 18
B) At age 20 or older
C) Before age 14
D) Only in their late teens
C
330
What is one of the benefits of mentoring for gifted students?
A) It offers them the chance to confirm their commitment to areas of study or reexamine their interests.
B) It guarantees they will achieve academic success in all subjects.
C) It provides them with a structured, standardized curriculum for all career interests.
D) It ensures they will pursue a career in engineering or physical sciences.
A
331
How often do some students work directly with research scientists or other professionals?
A) One hour a day, five days a week.
B) Three or four hours a day, two days a week.
C) Five hours a day, once a week.
D) Every weekend for one hour.
B
332
Mentoring experiences can be especially valuable for which group of students?
A) Students with disabilities or underachieving students.
B) Students who already know their chosen career path.
C) Students in primary education only.
D) Students who have no academic interests.
A
333
What role do counseling programs play for gifted students?
A) They help gifted students select their high school graduation requirements.
B) They help gifted students understand themselves and make better career choices.
C) They teach gifted students how to master their academic content.
D) They offer therapy for students experiencing mental health crises.
B
334
Family counseling can assist parents by:
A) Helping them develop unrealistic expectations for their child’s abilities.
B) Teaching them to adopt a less hands-on approach to their child's education.
C) Helping them develop realistic expectations that align with their child's abilities and interests.
D) Ensuring that gifted students choose careers in engineering or health professions.
C
335
Which of the following is NOT a typical career path for gifted students after participating in mentoring programs?
A) Engineering
B) Health professions
C) Physical sciences
D) Retail management
D
336
How do mentoring experiences affect students with disabilities or underachieving students?
A) They help these students avoid studying certain subjects.
B) They provide opportunities to tap into potential that conventional methods may not reach.
C) They only help gifted students with academic performance.
D) They direct students away from their areas of interest.
B
337
What is a key characteristic of the career interests of gifted students?
A) Their career interests are more restricted than those of their peers.
B) They tend to focus exclusively on artistic careers.
C) They often crystallize early and are not broader or more restricted than their peers.
D) They typically wait until adulthood to choose a career path.
C
338
What type of instructional approach is often used to expose students to specialized careers?
A) Traditional classroom lectures with standard coursework.
B) Intensive workshops and summer programs.
C) One-on-one tutoring sessions in
academic subjects.
D) Online courses focused on general career advice.
B
339
How do mentoring programs contribute to students' social development?
A) By promoting competition among students for higher grades.
B) By helping students develop self-reliance, interpersonal skills, and lifelong friendships.
C) By isolating students from their peers in order to focus solely on academics.
D) By discouraging students from forming friendships with people outside their field of study.
B
340
What is one of the primary emotional challenges faced by gifted students?
A) Lack of intellectual challenges in school
B) The pressure to achieve high grades and select specific careers
C) Difficulty in managing relationships with their peers
D) The challenge of being under-challenged academically
B
341
Which of the following is NOT listed as a social-emotional need for gifted students?
A) Developing and valuing high-level sensitivity
B) Understanding and developing relationship skills
C) Achieving perfection in every area of life
D) Gaining a realistic understanding of their own abilities and talents
C
342
How can perfectionism negatively affect gifted students?
A) It fosters creativity and flexibility
B) It may prevent them from pursuing paths that reflect their true interests
C) It encourages them to work in collaborative groups
D) It helps them achieve balance between school and personal life
B
343
Which of the following needs is essential for gifted students to develop emotional intelligence?
A) Understanding how they are different from their peers
B) Developing a constant sense of superiority over others
C) Striving for perfection in all tasks
D) Avoiding social interaction with peers
A
344
What is the significance of adult role models for gifted students, particularly those in rural areas?
A) They can help students develop their technical skills
B) They provide mentorship and career-related advice, which is often lacking in rural schools
C) They are the primary source of academic content knowledge
D) They discourage gifted students from pursuing unconventional careers
B
345
What is one potential benefit of telementoring for gifted students in remote areas?
A) It provides instant access to multiple role models
B) It allows students to receive local academic certificates
C) It gives students the chance to mentor others
D) It enables students to access mentorship from distant professionals
D
346
Which of the following social-emotional skills is important for gifted students to develop?
A) An understanding of how to dominate conversations
B) A realistic understanding of their own abilities and talents
C) The ability to ignore others’ opinions
D) The desire to be perfect in every aspect of life
B
347
How do gifted students typically react to the expectations placed on them?
A) They feel a sense of freedom and independence in their decision-making
B) They often experience intense pressure to excel in various areas
C) They reject the idea of being different from their peers
D) They quickly adapt to societal norms without struggle
B
348
What is one of the risks of the perfectionism syndrome among gifted students?
A) They tend to undervalue their own achievements
B) They embrace failure as a learning experience
C) They avoid pursuing careers that do not meet external expectations
D) They become disinterested in their academic pursuits
C
349
Which of the following is considered a necessary behavior for gifted students to develop?
A) The ability to always be correct in all situations
B) Negotiation and compromise skills
C) Constant comparison with others’ achievements
D) A single-minded focus on perfectionism
B
350
Which of the following is a reason why some gifted girls fail to fully use their talents?
a) They believe their social prospects will be diminished.
b) They prefer to hide their talents to avoid attention.
c) They experience a lack of opportunities in academic settings.
d) They receive encouragement only in non-academic activities.
A
351
What is one of the main factors contributing to the decline in the number of girls identified as gifted?
a) Innate physiological or biological differences.
b) Societal expectation that girls focus on nurturing roles.
c) A higher level of giftedness among boys.
d) A lack of access to educational opportunities.
B
352
What behavior is typically not encouraged in girls according to gender-specific socialization?
a) Cooperation
b) Nurturing
c) Independence
d) Conformity
C
353
Which of the following best explains why girls are less likely to be identified as gifted as they age?
a) Their talents diminish as they grow older.
b) Girls' self-perception of their abilities is lower than boys'.
c) Boys outperform girls academically in later grades.
d) There is a societal shift that discourages the recognition of gifted girls.
B
354
Which factor has been shown to help gifted girls realize their potential?
a) Increased dependency on others for support.
b) Higher academic pressure from their families.
c) Development of social self-esteem and independence.
d) Encouragement to conform to traditional gender roles
C
355
What problem do gifted females often face when competing with males?
a) They fear being perceived as unfeminine or unattractive.
b) They lack the necessary academic skills to compete.
c) They experience a lack of social support.
d) They are not interested in competing in male-dominated fields.
A
356
What has been identified as one of the most damaging aspects of girls' socialization?
a) Encouragement to develop leadership skills.
b) Limiting opportunities for risk-taking and independence.
c) The promotion of competitive behaviors in girls.
d) The encouragement to pursue male-dominated careers.
B
357
Which of the following interventions is suggested to help girls overcome the negative impact of sociocultural influences on their development?
a) Encouraging them to focus solely on academic achievements.
b) Offering specialized training in traditionally male fields.
c) Applying interventions, counseling, and raising awareness among parents and teachers.
d) Restricting their choices to traditional gender roles.
C
358
What societal change has positively impacted the opportunities available to gifted women?
a) A reduction in the number of women entering the workforce.
b) The increasing cultural expectation that women perform traditional roles.
c) More equal sharing of responsibilities within families.
d) A return to stricter gender roles for women.
C
359
What is one of the challenges faced by gifted women in terms of their career and educational choices?
a) They are encouraged to choose only non-competitive professions.
b) They experience stress due to conflicting cultural expectations about women’s roles.
c) They lack access to higher education.
d) They are less likely to be admitted to gifted programs
B
360
Which of the following is a limitation of traditional IQ tests in identifying giftedness in individuals with disabilities?
a) They cannot measure physical strength.
b) They are overly complicated for people with disabilities.
c) They only assess a narrow range of mental abilities.
d) They are difficult to adapt to different disabilities
C
361
Who among the following is an example of a person with a disability who was also gifted?
a) Albert Einstein
b) Helen Keller
c) Pablo Picasso
d) Isaac Newton
B
362
What is the term used to describe individuals who are gifted despite having a physical, emotional, learning, or chronic health disability?
a) Exceptional learners
b) Twice exceptional
c) Gifted and talented
d) Disabled prodigies
B
363
What is one of the most important factors in recognizing the giftedness of children with disabilities?
a) High IQ scores
b) Parental involvement
c) Environments that elicit signs of talent and capacity
d) Test scores from multiple-choice exams
C
364
What is a key aspect of administering tests to individuals with disabilities in the context of giftedness?
a) Tests should be given to children only after they have completed therapy.
b) The tests must be appropriately adapted, both in administration and scoring.
c) Tests should be avoided because they are irrelevant to identifying giftedness.
d) Tests should only focus on creative abilities.
B
365
What is one of the challenges in identifying giftedness in children with disabilities?
a) Difficulty in adapting tests for children with learning disabilities
b) The overwhelming focus on emotional well-being
c) Inability to measure artistic talent accurately
d) Lack of available assistive technologies
A
366
How often should the identification screening for gifted children with disabilities take place?
a) Once, at the beginning of their schooling
b) At regular intervals
c) Only when the child shows significant improvement
d) Every five years
B
367
What is one approach that parents and teachers can take to support gifted children with disabilities?
a) Focus on academic excellence above all else
b) Foster self-confidence, independence, and a sense of personal efficacy
c) Encourage competition with non-disabled children
d) Limit exposure to assistive technologies to avoid over-dependence
B
368
What is still largely unknown regarding gifted children with disabilities?
a) Their emotional needs
b) The best methods for identifying their giftedness
c) The service delivery systems and materials that work best for them
d) How to reduce their disabilities through medication
C
369
According to the passage, how can developmental delays in children with disabilities impact the identification of giftedness?
a) They make it easier to identify giftedness at an early stage.
b) They pose significant challenges to identification efforts.
c) They are irrelevant to the identification process.
d) They result in giftedness being recognized immediately upon testing.
B
370
What is one primary factor contributing to the underrepresentation of culturally diverse and economically disadvantaged youth in gifted programs?
A) Lack of standardized testing
B) Excessive reliance on achievement test scores that may not accurately capture potential
C) Overrepresentation of certain groups in gifted programs
D) Overemphasis on extracurricular activities
B
371
Which of the following is a key component in effective instructional programs for disadvantaged gifted children?
A) Focusing primarily on academic subjects like mathematics and science
B) Teachers being well-trained in adapting and differentiating instruction for students
C) Reducing cultural enrichment opportunities in favor of more academic rigor
D) Encouraging competition between gifted students
B
372
What behavior is often pressured among African American students, potentially hindering their identification as gifted?
A) Overachievement in academic subjects
B) Social isolation
C) Acting "black" by exhibiting high levels of aggressiveness and antiauthority behaviors
D) Lack of interest in extracurricular activities
C
373
Which of the following traits are receiving increased attention in identifying giftedness in diverse children and youth?
A) Resilience, acculturation, code-switching, and bilingualism
B) Academic achievement, standardized testing scores, and IQ
C) Social isolation, rebellious behavior, and disengagement
D) Financial stability and family background
A
374
In identifying giftedness in culturally diverse children, which of the following may indicate potential for gifted programs?
A) Inability to adapt to new environments
B) Development of skills in both a heritage language and another language
C) A lack of interest in extracurricular cultural activities
D) Exhibiting disruptive behaviors in class
B
375
What is one important consideration when designing programs for disadvantaged and gifted children?
A) Programs should focus solely on academic subjects and standardized testing
B) Programs should focus on developing leadership skills rather than academic potential
C) Programs should help parents understand their roles in fostering giftedness and talent development
D) Programs should emphasize isolation from the general student population
C
376
Which instructional approach is highlighted as important for teachers working with disadvantaged gifted students?
A) A one-size-fits-all approach to teaching
B) Providing culturally responsive teaching and content
C) Focusing solely on test preparation and academic rigor
D) Avoiding the use of mentorship or role models
B
377
What is one of the emphasized elements of early educational programs for gifted and disadvantaged children?
A) Reducing the emphasis on reading instruction and language development
B) Focusing primarily on social-emotional development
C) Focusing on foundation skills like reading instruction and language development
D) Encouraging competition with peers in academic settings
C
378
How can mentoring play a role in effective programs for disadvantaged gifted youth?
A) By providing mentorship from individuals who do not share the student's cultural or ethnic background
B) By offering mentorship from individuals who represent the child's cultural or ethnic group
C) By limiting mentorship to school staff only
D) By focusing solely on academic mentoring
B
379
Which of the following strategies is important in supporting gifted youth from diverse backgrounds?
A) Limiting the involvement of the community to school activities
B) Providing extensive homework assignments to accelerate academic growth
C) Fostering parent support groups and community connections
D) Reducing the emphasis on experiential learning opportunities
C
