Developmental Psychology and Giftedness

Mönks, Franz J.; Mason, Emanuel J.

doi:10.1016/b978-008043796-5/50010-3

Cited by 22 publications

(22 citation statements)

References 65 publications

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“…They also successfully participated in national and international competitions in their respective disciplines, obtaining, for example, top results in European championships, awards in national and international music competitions, or awards in national and international high school academic competitions. They all met the criteria of giftedness as suggested by various models of giftedness (i.e., Gagné, 2004;Mönks & Mason, 1993;Renzulli, 2005) and, based on their results, all could be regarded as highly or exceptionally gifted according to Gagné's metric-based system of levels within the gifted/talented population (Gagné, 2004).…”

Section: Participants In the Studymentioning

confidence: 85%

Childhood Giftedness, Adolescent Agency

Mudrák

Zábrodská

2014

Gifted Child Quarterly

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Although considerable research has addressed development from childhood giftedness to adult excellence, subjective perceptions of this development by gifted individuals themselves have remained largely unexplored. This multiple case study examined the ways in which young adults, who in the past had been identified as gifted, made sense of their giftedness based on cues obtained from their social environment and the impact of this sensemaking on their development. Some participants made sense of their giftedness in a way that prevented them from developing a sense of agency in their education: Their sensemaking was based on social control or, conversely, on effortless learning and easy victories they experienced in childhood. The participants who showed the highest level of achievement and motivation in early adulthood perceived themselves as "agents of their learning" and made sense of their extraordinary outcomes as resulting from effortful, proper, and self-directed practice. Our findings indicate that a sense of agency is critical to maintaining gifted-level achievement through adolescence. We have identified some of the social environment factors that can diminish or enhance that sense of agency in high-achieving children.

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Section: Participants In the Studymentioning

confidence: 85%

Childhood Giftedness, Adolescent Agency

Mudrák

Zábrodská

2014

Gifted Child Quarterly

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“…However, while there has been plenty of theorizing about innateness, the experimental evidence is elusive, as Ericsson, Roring, and Nandagopal (2007) explore, concluding that there is no evidence for innate differences, and all actual differences in achievement can be accounted for by greater practice. The ''expert performance'' approach to giftedness outlined by Ericsson et al (2007), in which a clear link is established between superior performance and deliberate practice, would be classed by Mö nks and Mason (2000) as ''achievementoriented.'' This may seem to point to the gifted just being advanced for their age, but as Sternberg (2001) observes, this approach (called the ''developing expertise view'' by him) ''in no way rules out the contribution of genetic factors as a source of individual differences in who will be able to develop a given amount of expertise.'…”

Section: Perspectives From the Literaturementioning

confidence: 99%

“…Mö nks and Mason (2000) suggest that considerations of giftedness can be approached in four distinct ways:…”

Section: Perspectives From the Literaturementioning

confidence: 99%

The problem‐solving methods of mathematically gifted and older average‐attaining students

Threlfall

Hargreaves

2008

High Ability Studies

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This paper examines some of the ways gifted students are said to be different from non-gifted students by comparing the responses of 475, 9-year-old ''gifted'' students with those of 230 average-attaining 13-year-old students on the same mathematical problem-solving questions. The questions were specifically written for mathematically gifted 9 year olds as part of the World Class Tests project. The performance and approaches used by students in the two samples were found to be very similar, as was the frequency of different responses to the questions, suggesting that many of the mathematically ''gifted'' are not qualitatively different in their problem-solving approaches from students of average ability, but are merely precocious.

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“…Монкса и Мејсона (Mönks & Mason, 2000) увиђају да је немогуће дефинисати даровитости на концизан начин због условљености образовним контекстом у коме се користи и истражује, те долазе до закључка да су дате дефиниције више везане за практичне разлоге него за теорије. На основу тога одлучили су се за четири критеријума дефинисања даровитости, те дали уз њих и репрезентативне, већ постојеће, теорије: Даровитост као особина (Hovard Gardner, 1983, 1993, 1999, 2006, Даровитост као сазнајна компонента (Robert Sternberg, 1986), Даровитост као постигнуће (Јоseph Renzulli, 1978) и Социокултуралнипсихосоцијални модел (Abraham Tannenbaum, 1983).…”

Section: савремени приступи проучавању даровитостиunclassified

Утицај Научно-Технолошких Промјена На Разумијевање Феномена Даровитости

Милић¹,

Симеуновић²

2019

NSK

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У раду је дат сажет преглед историјског развоја поимања поријеклаи природе даровитости. Од почетка проучавања даровитости развило се неколикоразличитих приступа феномену даровитости. Она се крећу од мистичног вјеровања у„натприродно божанско поријекло“, преко психодинамичког, у којем је даровитостпосљедица напетости између свјесног и несвјесног, затим когнитивног, који је посматракао дио мишљења, па све до савременог гледишта, које указује на значај одређенихособина личности, креативних процеса, као начина стварања креативних продуката, алии окружења у коме јединка живи и дјелује. Циљ је да се прикаже како развој науке итехнологије мијења, чак и радикално, поглед и приступ скоро свим облицима људскогстварања и свијести, па тако и разумијевању даровитости.

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Developmental Psychology and Giftedness

Cited by 22 publications

References 65 publications

Childhood Giftedness, Adolescent Agency

Childhood Giftedness, Adolescent Agency

The problem‐solving methods of mathematically gifted and older average‐attaining students

Утицај Научно-Технолошких Промјена На Разумијевање Феномена Даровитости

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