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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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