A cognitive-behavioral perspective on intelligence

Meichenbaum, Donald

doi:10.1016/0160-2896(80)90024-0

Cited by 33 publications

(9 citation statements)

References 37 publications

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“…Problem solving ability has been linked with self concept development and both are critical to successful adjustment (Meichenbaum, 1980). This raises the question "how will the interaction of giftedness and disabilities affect the individual's ability to activate problem solving which is directed at coping with school related difficulties?…”

Section: Gifted Students Copingmentioning

confidence: 99%

A Comparison of How Gifted/LD and Average/LD Boys Cope with School Frustration

Coleman

1992

Journal for the Education of the Gifted

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GiftedlLD and AveragelLD middle school boys in grades six through nine were compared on the ways they cope with difficult school situations. Both groups completed the Coping Resources Inventory (CRI). The students were then interviewed individually and asked t o share h o w they handled the situations presented in four scenarios. The scenarios depicted difficult school situations which learning disabled students often face. T h e situations included difficulty with testing even when the information i s "known." inability t o organize oneself, slow reading rate. and problems with handwriting. Students were also asked to rate their success in handling these situations. The interviews were taped and transcribed, the responses were then coded. Profile Analysis was used to analyze the CRI data, a M A N O V A was used t o compare coping strategies, and Chi Square to compare h o w they felt they handled the scenarios. No differences were found on the CRI. Significant differences were found in the actual strategies the groups reported using t o cope with school difficulties. The gifted/ LD students reported significantly more Planful Problem Solving, while the average/LD group reported more Distancing, Escape Avoidance behaviors, and Helplessness. There were n o differences in the groups' reported feelings of success in coping. Recommendations were made for the direct teaching of Coping Strategies, Parental Involvement and Counseling Programs. Gifted education is currently undergoing a paradigm shift which is redefining the nature of "giftedness." This shift is expanding our awareness of the range of human potential to include individuals whose gifts have previously gone unrecognized (Whitmore

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Section: Gifted Students Copingmentioning

confidence: 99%

A Comparison of How Gifted/LD and Average/LD Boys Cope with School Frustration

Coleman

1992

Journal for the Education of the Gifted

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“…With this broad approach, metacognition can be considered as a component of intelligence since implementing and integrating knowledge are signs of intelligent functioning. Meichenbaum (1980) acknowledged this relationship between metacognition and intelligence (see also Flavell, 1979).…”

mentioning

confidence: 98%

A New Approach to Evaluating Metacognition in ‘Hearing Average‐achieving’; ‘Hearing Underachieving’; and ‘Deaf/Hard‐of‐hearing’ Elementary School Students

Al-Hilawani

2000

British J Special Edu

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“…Besides being a means of generalisation and source of thought, it is also a means of regulating behaviour. This nicely points to the complex relationship among language, thought and behaviour for which Meichenbaum (1980) draws on Soviet developmental theory. It also links to metacognitive models and offers a dynamic view of development where the child's own active participation in activities with adults leads to qualitative change, as what can be done with adult help is transferred to what can be achieved alone: a view of development of which Feuerstein, himself, would approve!…”

Section: Towards a New Theoretical Framework For Instrumental Enrichmentmentioning

confidence: 92%

“…Work on cognitive behaviour modification (Meichenbaum, 1980) has indicated that some of the impetus for such interpretations comes from mounting evidence that behaviour management procedures do not foster changes that are generalisable and durable. The hope of such work was to supplement behavioural procedures with cognitive interventions such as self-instructional training to enhance efficacy, generalisation and maintenance of interventions by helping the child to regulate hidher own behaviour across situations.…”

Section: Current Forms Of Dynamic Assessment Based On Curricular Matementioning

confidence: 99%

Instrumental Enrichment: dynamic assessment?

Aubrey

1989

Support for Learning

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A cognitive-behavioral perspective on intelligence

Cited by 33 publications

References 37 publications

A Comparison of How Gifted/LD and Average/LD Boys Cope with School Frustration

A Comparison of How Gifted/LD and Average/LD Boys Cope with School Frustration

A New Approach to Evaluating Metacognition in ‘Hearing Average‐achieving’; ‘Hearing Underachieving’; and ‘Deaf/Hard‐of‐hearing’ Elementary School Students

Instrumental Enrichment: dynamic assessment?

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