Explorations in Giftedness

by Robert J. Sternberg , Linda Jarvin , Elena L. Grigorenko

• ISBN13: 9780521518543
• ISBN10: 0521518547
• Format: Hardcover
• Copyright: 2010-09-30
• Publisher: Cambridge University Press

Summary

This book is a scholarly overview of the modern concepts, definitions, and theories of intellectual giftedness, and of past and current developments in the field of gifted education. The authors consider, in some detail, the roles of intelligence, creativity, and wisdom in giftedness and the interaction between culture and giftedness, as well as how giftedness can be understood in terms of a construct of developing expertise. The authors also review and discuss a set of key studies that address the issues of identification and education of children with intellectual gifts. This volume may be used as a summary overview of the field for educators, psychologists, social workers, and other professionals who serve intellectually gifted children and their families.

Table of Contents

Preface	p. xiii
What Is Giftedness?	p. 1
The Pentagonal Theory for Identifying the Gifted	p. 2
The Excellence Criterion	p. 2
The Rarity Criterion	p. 3
The Productivity Criterion	p. 4
The Demonstrability Criterion	p. 5
The Value Criterion	p. 6
Testing the Pentagonal Theory	p. 7
Implications of the Pentagonal Theory	p. 8
Do We Still Need a Label of "Giftedness"?	p. 10
Myths about Giftedness	p. 11
Theories of Giftedness	p. 14
No Conception	p. 14
IQ and Related Constructs	p. 17
IQ Plus Other Qualities	p. 24
Renzulli	p. 24
Tannenbaum	p. 26
Sternberg and Zhang	p. 26
Feldhusen	p. 27
Haensly, Reynolds, and Nash	p. 28
Csikszentmihalyi	p. 28
Winner	p. 29
Gruber	p. 30
Gardner	p. 31
Gagné	p. 31
VanTassel-Baska	p. 32
WICS as a Model of Giftedness	p. 34
Creativity	p. 36
Creative Giftedness as a Confluence of Skills and Attitudes	p. 36
Types of Creative Ideas	p. 39
Intelligence	p. 42
Academic Intelligence	p. 43
Practical Intelligence	p. 44
Relative Importance of Different Aspects of Intelligence and Creativity Over Time	p. 45
Wisdom	p. 50
Synthesis	p. 52
Intelligence and Giftedness	p. 54
Implicit Theories of Intelligence	p. 54
Intelligence Testing	p. 56
History	p. 56
Major Intelligence Scales	p. 57
Psychometric Approaches to Intelligence	p. 58
Spearman: Theory of g	p. 58
Thurstone: Primary Mental Abilities	p. 59
Guilford: Structure of Intellect	p. 60
Cattell, Vernon, and Carroll: Hierarchical Models	p. 61
A Famous Application of the Psychometric Model	p. 62
Cognitive Approaches to Intelligence	p. 62
Inspection Time	p. 63
Choice Reaction Time	p. 63
Lexical Access Speed and Speed of Simultaneous Processing	p. 64
Working Memory	p. 66
The Componential Theory and Complex Problem Solving	p. 67
Biological Approaches to Intelligence	p. 68
Brain Size	p. 69
Speed of Neural Conduction	p. 69
Positron Emission Tomography and Functional Magnetic Resonance Imaging	p. 70
Evolutionary Theory	p. 71
Contextual Approaches to Intelligence	p. 71
Systems Approaches to Intelligence	p. 74
Gardner: Multiple Intelligences	p. 74
Sternberg: The Triarchic Theory of Successful Intelligence	p. 75
True Intelligence	p. 76
The Bioecological Model of Intelligence	p. 77
Improving Intelligence	p. 77
Creativity and Giftedness	p. 82
Mystical Approaches to the Study of Creativity	p. 84
Pragmatic Approaches	p. 84
The Psychodynamic Approach	p. 86
Psychometric Approaches	p. 87
Cognitive Approaches	p. 90
Social-Personality and Social-Cognitive Approaches	p. 93
Evolutionary Approaches to Creativity	p. 94
Confluence Approaches to the Study of Creativity	p. 95
Alternate Approaches to Understanding Kinds of Creative Contributions	p. 98
Wisdom and Giftedness	p. 102
What Is Wisdom?	p. 103
Philosophical Approaches	p. 103
Implicit-Theoretical Approaches	p. 104
Explicit-Theoretical Approaches	p. 106
Generalized Views of the Relationship Between Wisdom and Age	p. 110
Implicit Theories	p. 111
Implicit Theories of Wisdom and Age?	p. 111
Explicit Theories	p. 114
When Does Wisdom First Develop?	p. 114
What Is the Trajectory of Wisdom Throughout the Adult Life Span?	p. 116
Is Wisdom Beneficial?	p. 118
Ethical Giftedness	p. 120
A Multiphase Model for Ethical Behavior	p. 121
Is There an Ethical Giftedness?	p. 127
The Role of Wisdom	p. 129
Giftedness as Developing Expertise	p. 131
The Specifics of the Developing Expertise model	p. 134
Elements of the Model	p. 134
Interactions of Elements	p. 137
The g Factor and the Structure of Abilities	p. 137
Taking Tests	p. 141
Giftedness and Culture	p. 144
What Is Culture?	p. 145
What Is Intelligence Across Cultures?	p. 145
What Is Giftedness Across Cultures?	p. 151
Models of the Relationship of Culture to Intelligence	p. 152
Studies of Intelligence and Giftedness in Their Cultural Contexts	p. 155
Children May Develop Contextually Important Skills at the Expense of Academic Ones	p. 158
Children May Have Substantial Practical Skills That Go Unrecognized in Academic Tests	p. 161
Practical Intellectual Skills May Be Better Predictors of Health Than Acadamic Ones	p. 161
Physical Health May Moderate Performance on Assessments	p. 162
Dynamic Testing May Reveal Cognitive Skills Not Revealed by Static Testing	p. 163
Culture-Fair and Culture-Relevant Testing	p. 165
Conclusion	p. 166
Learning Disabilities, Giftedness, and Gifted/LD	p. 168
Understanding Giftedness, Learning Disabilities, and Gifted-LD in Terms of the Model of Giftedness as Developing Expertise	p. 169
Strengths of Gifted Students with Learning Disabilities	p. 172
Doing Better	p. 173
Identifying the Gifted	p. 177
Standardized Tests	p. 177
Types of Standardized Tests	p. 179
Assessing Test Quality	p. 185
Statistical Concepts Underlying Test Scores	p. 191
Types of Scores	p. 191
Let's Be a Bit More Precise	p. 192
Issues and Concerns in Standardized Testing	p. 194
Test Bias	p. 194
The Rainbow Project	p. 196
Methodological Considerations	p. 197
Findings	p. 200
The Kaleidoscope Project	p. 203
The Aurora Project	p. 206
Limitations	p. 209
Educating the Gifted	p. 213
Teaching and Assessing the Gifted for WICS	p. 213
Potential Objections to Teaching for Successful Intelligence with Replies	p. 221
Some Instructional Data	p. 224
Aptitude-Treatment Interaction Study	p. 225
Social Studies and Science Study	p. 226
Reading Study	p. 227
Study on Teaching for Successful Intelligence in Language Arts, Mathematics, and Science in Grade 4	p. 227
Why Teaching for Successful Intelligence Works	p. 229
Teaching for Wisdom	p. 230
The Role of Wisdom in Education and Society	p. 230
Implications of Teaching for Wisdom	p. 233
References	p. 237
Index	p. 283
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