lecture 10 Flashcards
A developmental process
starts at birth and continues throughout life
Giftedness is a term used to describe
individuals who show or have a potential for showing an exceptional level of performance
what are the ares in which giftedness can be shown through
General intellectual ability, Specific academic aptitude, Creative thinking, Leadership ability, Visual or performing arts
giftedness is
NOT a marker of success, but rather an aptitude / inherent ability to learn
gifted ppl are
statistically rare 3-5 %
iq 130-145
gifted
iq 145+
highly gifted
what are some behavioural characteristics of gifted people
Highly developed curiosity
□ Limitless questions (≠ ODD)
□ Interested in challenges and discovery
□ Proactively curious
□ Longer attention span and persistence on subjects of interest
□ Intensity, sensitivity and overexcitabilities (details in a few slides)
□ Divergent thinking and a tendency to put ideas or things together in unusual,not obvious and creative ways
□ Feeling intensely different from peers (differential Dx essential)
□ Intolerance to perception of injustice (idealism)
□ Unusual sense of humour
what are some risk factors that may increase chances of social or emotional difficulties
Different rates or levels of physical and emotional
development
o Drive to use one’s abilities
o Drive to understand and search for consistency
o Ability to see possibilities and alternatives
o Emotional intensity
o Concerns with social and moral issues
intellectural overexcitability hallmarks
Curiosity, asking
probing questions, concentration, problem solving, and
introspection.
intellectual overexcitability individuals are
independent thinkers and keen observers who become impatient at time
intellectual overexcitability individuals have
incredbly active mins and seek knowledge
imaginational overexcitiability hallmarks
Rich imagination, fantasy play, daydreaming, dramatic
perception
these adults are often dramatic in their interactions with others and they may appear spaced out
imaginational overexcitiability
emotional overexcitability
have heightened sensitivity
* form strong emotional attachment to people or things
* often have difficulty adjusting to new situations and are often accused of overreacting
these children and adults may become quite disillusioned, cynical, angry or depressed when they discover that their idealism is not shared by others.
emotional overexcitability
psychomotor overexcitability
Show a surplus of energy that is often manifested in rapid speech, intense enthusiasm, intense physical activity and a need for actionw
what overexcitability is misdiagnosed with adhd
psychomotor overexcitability
sensory overexcitability hallmarks
heightened seeing, smelling, tasting, touching, and hearing
these children and adults may attempt to avoid or minimize certain settings of overstimulation
sensory overexcitability
what overexcitability has the potential to be misdiagnosed with ADS
sensory
sternberg on giftedness
Excellent in a domain * Rare in the general population
* difference can be measured
* Able to create something unique with this
potential
* The accomplishments of this person has a value for society
renzulli on giftedness
3 components interacting and 2 typed of gifted children
what are the 3 components and 2 types of children renzulli talks about
ability, creativity, and commitment and high academic or creativite potential
Dabrowski on giftedness
original concept of
developmental potential, which he defined as a genetic endowment of traits that determine what level of moral development a person may reach under ideal circumstances
iq
Scores on a psychometric test, a standardized and normed test
academic achievement
grades and awards
talent
Achievement, larger than academic achievement.A potential being used and nurtured could lead to achievement / accomplishments / performance
giftedness
Dynamic and heteroclite developmental process. Potential + engagement to developing one’s own
talent
asynchronous development
persistent difficulties in adaptation and functioning because of the gap between
the intellectual development of gifted people and the
other spheres of their development
what are the five differences a gifted child may experience between their intellect and..
emotional development, psychomotor development, attentional development, academic or professional achievement, and social functioning
difference in their emotional development may include things like
immature and contradictory behaviors with their intellectual abilities, anxiety, frustration
difference in their psychomotor development may include things like
psychomotor development (clumsy, difficult to write, very skillful in certain tasks and not in others, etc.)
difference in their attentional development may include things like
attentive if stimulated, but below his intellectual potential, distracted, disorganized, lack of concentration
difference in their professional achievement may include things like
boredom, difficulty learning,
distraction when little stimulation, highly variable results, underperformance
difference in their social functioning may include things like
difficulty to relate to others, to understand the limits, social norms and the framework of the average person, isolation, feeling of
misunderstanding
what are the different profiles of giftedness
homogeneous, heterogeneous, and twice exceptional
homogeneous profile
harmonious cognitive development and a great facility to learn
the majority are quite successful in adapting
work well in school, but can be bored and experience anxiety as well as social difficulties
may be quite sensitive to the expectations of others
heterogeneous profile
great disparities between their
different cognitive abilities, which can reflect learning disabilities, motor disorders or language disorders that can even mask giftedness
what is the heterogenous profile characterized by
brain that “constantly thinks”, great intuitive creativity and analog thinking that makes planning very difficult.
Often unconventional and hypersensitive.
Highly variable academic success
what is the first type of twice exceptional
Their ability may be more noticeable, hiding their disability
what is the second type of twice exceptional
disability may be more noticeable, hiding there exceptional ability
what is the third type of twice exceptional
Each may mask the other so that neither is recognized nor addressed
giftedness +learning diasbility
the superior memory (visual and verbal) and the more advanced vocabulary of gifted children very often hide the
presence of learning disabilties
what are the most present learning disabilities in gifted children
phonological
dyslexia-dysorthographia and dyspraxia
giftedness + autism spectrum disorder
lot of overlap between children with ASD and giftedness- especially non-verbal skills that are superior to their verbal skills
what characteristics to children with ASD and giftedness present
Social skills that seem limited, social
withdrawal, Poor understanding of the rules of social communication, Particular sense of humor, Excessive perfectionism, concern for
details, and Sensory hypersensitivity
why is adhd the most common misdiaagnosis for giftedness
ADHD & HP behaviors can be very similar. Planning difficulties and inattentive
behaviors can be misinterpreted and ppl who administer tests believe giftedness is only above 130
Gifted children with ADHD may be more
“hyperactive” than the typical ADHD because
they get bored quicker + they are impulsive
giftedness +adhd
often struggle dealing with failure because they lack control over their performance
performance is often very variable and considered below their intellectual abilities
The lack of inhibition may lead to a more intense in their emotional lives, in their actions and in their fields of interest
elitism
belief that a select few are superior to other
Early work on giftedness assumed that giftedness, creativity, and talent were
innate and permanent
Ability is incrementally
developed, built on effort, practice, and persistence, along with attitudes of problem finding and problem solving
perception of intelligence have
shaped our education system and encouraged self-fulfilling prophecies
Someone’s implicit belief about intelligence will
influence the learning opportunities they pursue, the effort they will invest, and their resulting
growth
carol dwecks mindset theory
beliefs about the
capacity to grow one’s abilities
growth mindset overview
- intelligence is a changeable
- malleable attribute
- can be developed through effort
- Skills can be learned
fixed mindset overview
- intelligence is inborn
- uncontrollable trait
- You are gifted or not
to fixed mindsets, effort is a sign of
low ability and relatively ineffective at overcoming it
primary goals of fixed mindset ppl
perform well, to appear smart, or avoid looking dumb
when fixed mindsets face setback or failure they are likely to
attribute it to low ability rather than effort, doubt their ability to recover
fixed mindset people are susceptible to
loss of confidence and easily give up when encountering challenges
what to fixed mindset people do when facing failure
have a helpless response, give up instead of risking further exposition to being unintelligent or untalented
the implicit premise of the growth mindset
- Intelligence can be cultivated
- Belief in the power of effort
- Intelligence is a malleable quality
what is growth mindset usually associated with
mastery-oriented approach to tasks
Individuals with this mindset are often more focused on
learning goals
when growth mindsets experience set backs
tend to show
persistence in the face of adversity
growth mindsets attribute setbacks to
lack of sufficient
effort and, in turn, adopt a mastery- oriented
approach, increasing their effort and taking on new
study strategies
what do growth mindsets view obstacles as
setbacks not inadequacy- The appropriate effort or
strategy was not employed – not a threat to the person
blackwell
assessed the mindset of high achieving students (N= 373) entering Junior
Highschool (NY public school) and tracked their math grades for 2 years.
Assessed the students’ mindset with a Likert scale
results of blachwell et al
2 years later, those endorsing a strong growth mindset outperformed those who had a fixed mindset (controlling for prior achievement)
what did blackwell et all think were responsible for the diverging trajectories of fixed vs growth mindsets
beliefs, goals, and attitudes
flynn effect
IQ scores on psychometric testing have been on the rise from generation to generation
possible explanations of the flynn effect
skills can improve and be shaped by experience and schooling, which changes how and what is learned
Mackey et al. 2011
children playing with board games and video games for 8 weeks
They specifically improved their reasoning or their speed of processing skills, depending on which they practiced
Brehmer et al. 2012
adults with
adaptive computerized program for working memory training of increasing difficulty
Adaptive training condition for brehmer equaled
the quantity of information held or
manipulated in working memory was increasing as participants became more proficient
Moser et al 2011
With a growth mindset, you are more likely to attend to errors → more likely to improve accuracy on the next trials of a task.
People with a growth mindset were more successful at reorienting their
attention to the task at hand
Mangels et al. 2006
- Fixed mindset is more “attentive” when given accurate feedback.
- However, don’t learn from their mistakes as much as expected
blackwell et al 2007 2 group study results
Group 2 continued to experience
decline in grades (control group).
Group 1 initial declining grades was reverse : their average math grades improved within a few months of the intervention
Mueller & Dweck 1998
- T1 = Students are given Raven matrices * RCT into Δ feedback conditions
- T2 = children asked which puzzle they want to try (easy one or hard ones)
mueller and dweck groups
Group1: intelligence praise condition
Group 2: effort/process praise condition
Group 3: control condition
mueller and dweck 1998 results
Children praised for intelligence chose to repeat the same easy puzzles! While the children praised for process largely chose the more difficult ones
stereotype threat
concern with confirming a negative stereotype can interfere with
thinking and motivation and, therefore,
performance
In cultures where there are many women graduates in math and science (like in South and East Asian cultures), the basis of success is attributed to
effort > inherent ability
Dweck DOES NOT
deny that there are “talent differences” among individuals
Dweck is not suggesting a person can change everything about their nature BUT she argued
its hard to know where talent comes from, and who is capable of what.
Those who are homogeneous
They will function relatively well , May consult for consequences of giftedness
Limitless questions
Part of differential process
what intervention can be done for intellectual curiosity
give more work, put them in an enriched probram, skip a grade
Dive deep into scientific topic and stay engaged with that for long term=
consistent with their passion
Idealism
Difficult to support them when they discover things like injustice
When that idealism is challenged by reality
why is it easier to identify a gifted child than adult
Stakes so high when evaluate child
Some stuff thats easier and more raw and closer to the potential based on literature
The intellectual mode is characterized by
analysis, logic, questioning the search for truth and a need for continuous and intense intellectual stimulus
gifted according to gagne
interested in how the environment will shape the expression of the individual
sense of destiny =
sense of purpose
asynchronous development is considered as qualitative difference because
something doesnt evolve at the same time
giftedness are good in all domains
false
all children can be gifted
false
gifted children are lucky and favoured theu will succeed in life
false
gifted children cant have a learning disability
false
heterogeneous ppl score average inc lass because
they have problem that they comensate for
heterogeneous people are
more intuitive
child should not be told he is gifted as it will mae him arrogant
false
positive manifold helped with the impression that intelligence is a
gift
for mayer at al 2011, children that played with board agmes and video games
board games= better and matrix reasoning
video games= better at cognitive speed
