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lecture 10 Flashcards

1
Q

A developmental process

A

starts at birth and continues throughout life

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2
Q

Giftedness is a term used to describe

A

individuals who show or have a potential for showing an exceptional level of performance

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3
Q

what are the ares in which giftedness can be shown through

A

General intellectual ability, Specific academic aptitude, Creative thinking, Leadership ability, Visual or performing arts

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4
Q

giftedness is

A

NOT a marker of success, but rather an aptitude / inherent ability to learn

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5
Q

gifted ppl are

A

statistically rare 3-5 %

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6
Q

iq 130-145

A

gifted

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7
Q

iq 145+

A

highly gifted

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8
Q

what are some behavioural characteristics of gifted people

A

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

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9
Q

what are some risk factors that may increase chances of social or emotional difficulties

A

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

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10
Q

intellectural overexcitability hallmarks

A

Curiosity, asking
probing questions, concentration, problem solving, and
introspection.

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11
Q

intellectual overexcitability individuals are

A

independent thinkers and keen observers who become impatient at time

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12
Q

intellectual overexcitability individuals have

A

incredbly active mins and seek knowledge

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13
Q

imaginational overexcitiability hallmarks

A

Rich imagination, fantasy play, daydreaming, dramatic
perception

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14
Q

these adults are often dramatic in their interactions with others and they may appear spaced out

A

imaginational overexcitiability

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15
Q

emotional overexcitability

A

have heightened sensitivity
* form strong emotional attachment to people or things
* often have difficulty adjusting to new situations and are often accused of overreacting

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16
Q

these children and adults may become quite disillusioned, cynical, angry or depressed when they discover that their idealism is not shared by others.

A

emotional overexcitability

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17
Q

psychomotor overexcitability

A

Show a surplus of energy that is often manifested in rapid speech, intense enthusiasm, intense physical activity and a need for actionw

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18
Q

what overexcitability is misdiagnosed with adhd

A

psychomotor overexcitability

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19
Q

sensory overexcitability hallmarks

A

heightened seeing, smelling, tasting, touching, and hearing

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20
Q

these children and adults may attempt to avoid or minimize certain settings of overstimulation

A

sensory overexcitability

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21
Q

what overexcitability has the potential to be misdiagnosed with ADS

A

sensory

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22
Q

sternberg on giftedness

A

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

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23
Q

renzulli on giftedness

A

3 components interacting and 2 typed of gifted children

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24
Q

what are the 3 components and 2 types of children renzulli talks about

A

ability, creativity, and commitment and high academic or creativite potential

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25
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
26
iq
Scores on a psychometric test, a standardized and normed test
27
academic achievement
grades and awards
28
talent
Achievement, larger than academic achievement.A potential being used and nurtured could lead to achievement / accomplishments / performance
29
giftedness
Dynamic and heteroclite developmental process. Potential + engagement to developing one’s own talent
30
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
31
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
32
difference in their emotional development may include things like
immature and contradictory behaviors with their intellectual abilities, anxiety, frustration
33
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.)
34
difference in their attentional development may include things like
attentive if stimulated, but below his intellectual potential, distracted, disorganized, lack of concentration
35
difference in their professional achievement may include things like
boredom, difficulty learning, distraction when little stimulation, highly variable results, underperformance
36
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
37
what are the different profiles of giftedness
homogeneous, heterogeneous, and twice exceptional
38
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
39
heterogeneous profile
great disparities between their different cognitive abilities, which can reflect learning disabilities, motor disorders or language disorders that can even mask giftedness
40
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
41
what is the first type of twice exceptional
Their ability may be more noticeable, hiding their disability
42
what is the second type of twice exceptional
disability may be more noticeable, hiding there exceptional ability
43
what is the third type of twice exceptional
Each may mask the other so that neither is recognized nor addressed
44
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
45
what are the most present learning disabilities in gifted children
phonological dyslexia-dysorthographia and dyspraxia
46
giftedness + autism spectrum disorder
lot of overlap between children with ASD and giftedness- especially non-verbal skills that are superior to their verbal skills
47
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
48
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
49
Gifted children with ADHD may be more “hyperactive” than the typical ADHD because
they get bored quicker + they are impulsive
50
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
51
elitism
belief that a select few are superior to other
52
Early work on giftedness assumed that giftedness, creativity, and talent were
innate and permanent
53
Ability is incrementally
developed, built on effort, practice, and persistence, along with attitudes of problem finding and problem solving
54
perception of intelligence have
shaped our education system and encouraged self-fulfilling prophecies
55
Someone's implicit belief about intelligence will
influence the learning opportunities they pursue, the effort they will invest, and their resulting growth
56
carol dwecks mindset theory
beliefs about the capacity to grow one’s abilities
57
growth mindset overview
* intelligence is a changeable * malleable attribute * can be developed through effort * Skills can be learned
58
fixed mindset overview
* intelligence is inborn * uncontrollable trait * You are gifted or not
59
to fixed mindsets, effort is a sign of
low ability and relatively ineffective at overcoming it
60
primary goals of fixed mindset ppl
perform well, to appear smart, or avoid looking dumb
61
when fixed mindsets face setback or failure they are likely to
attribute it to low ability rather than effort, doubt their ability to recover
62
fixed mindset people are susceptible to
loss of confidence and easily give up when encountering challenges
63
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
64
the implicit premise of the growth mindset
* Intelligence can be cultivated * Belief in the power of effort * Intelligence is a malleable quality
65
what is growth mindset usually associated with
mastery-oriented approach to tasks
66
Individuals with this mindset are often more focused on
learning goals
67
when growth mindsets experience set backs
tend to show persistence in the face of adversity
68
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
69
what do growth mindsets view obstacles as
setbacks not inadequacy- The appropriate effort or strategy was not employed – not a threat to the person
70
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
71
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)
72
what did blackwell et all think were responsible for the diverging trajectories of fixed vs growth mindsets
beliefs, goals, and attitudes
73
flynn effect
IQ scores on psychometric testing have been on the rise from generation to generation
74
possible explanations of the flynn effect
skills can improve and be shaped by experience and schooling, which changes how and what is learned
75
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
76
Brehmer et al. 2012
adults with adaptive computerized program for working memory training of increasing difficulty
77
Adaptive training condition for brehmer equaled
the quantity of information held or manipulated in working memory was increasing as participants became more proficient
78
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
79
Mangels et al. 2006
* Fixed mindset is more “attentive” when given accurate feedback. * However, don’t learn from their mistakes as much as expected
80
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
81
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)
82
mueller and dweck groups
Group1: intelligence praise condition Group 2: effort/process praise condition Group 3: control condition
83
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
84
stereotype threat
concern with confirming a negative stereotype can interfere with thinking and motivation and, therefore, performance
85
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
86
Dweck DOES NOT
deny that there are “talent differences” among individuals
87
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.
88
Those who are homogeneous
They will function relatively well , May consult for consequences of giftedness
89
Limitless questions
Part of differential process
90
what intervention can be done for intellectual curiosity
give more work, put them in an enriched probram, skip a grade
91
Dive deep into scientific topic and stay engaged with that for long term=
consistent with their passion
92
Idealism
Difficult to support them when they discover things like injustice When that idealism is challenged by reality
93
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
94
The intellectual mode is characterized by
analysis, logic, questioning the search for truth and a need for continuous and intense intellectual stimulus
95
gifted according to gagne
interested in how the environment will shape the expression of the individual
96
sense of destiny =
sense of purpose
97
asynchronous development is considered as qualitative difference because
something doesnt evolve at the same time
98
giftedness are good in all domains
false
99
all children can be gifted
false
100
gifted children are lucky and favoured theu will succeed in life
false
101
gifted children cant have a learning disability
false
102
heterogeneous ppl score average inc lass because
they have problem that they comensate for
103
heterogeneous people are
more intuitive
104
child should not be told he is gifted as it will mae him arrogant
false
105
positive manifold helped with the impression that intelligence is a
gift
106
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
107

PSYC 310 (13 decks)

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