Exceptionally high intelligence and schooling.

Winner, Ellen

doi:10.1037/0003-066x.52.10.1070

Cited by 60 publications

(46 citation statements)

References 102 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…As described in our model, it is essential for gifted individuals to benefit from high-quality teaching to continue to develop their gifts, especially since the academically gifted are often under-challenged in regular classrooms (Winner 1997). Further, schooling is usually not sufficient to support talent development unless the school has specialized curriculum and research, seminar, or apprenticeship programs.…”

Section: Resources For Talent Developmentmentioning

confidence: 97%

Academic talent development in North America and Europe

Jarvin¹,

Subotnik

2015

Asia Pacific Educ. Rev.

View full text Add to dashboard Cite

First we describe one particular model of talent development (Jarvin and Subotnik in The handbook of secondary gifted education. Prufrock Press, Waco, 2006) and situate it in perspective to other models developed in North America and Europe. We then discuss the implications of this view of giftedness on education and review related resources and approaches available in North America and Europe. We will conclude with the need for further international coordination in our understanding and promotion of talent development.

show abstract

Section: Resources For Talent Developmentmentioning

confidence: 97%

Academic talent development in North America and Europe

Jarvin¹,

Subotnik

2015

Asia Pacific Educ. Rev.

View full text Add to dashboard Cite

show abstract

“…This led some to conclude that standards should be increased, not decreased for gifted students with more focus on independent, self-selected work [Winner, 1996). Winner argues that this is possible due to the deep intrinsic motivation to master the domain in which the children are gifted [Winner, 1997]. Many theories of ADHD exist but several argue that ADHD is characterized by a motivational style associated with delay aversion and difficulties maintaining vigilance in the absence of reinforcementladen contingencies [Faraone et al, 2003;Sonuga-Barke, 2005;SonugaBarke et al, 2008].…”

Section: Educational Implications Of Having Adhd and A High Iq/giftedmentioning

confidence: 99%

Attention‐Deficit Hyperactivity Disorder in the context of a high intellectual quotient/giftedness

Antshel

2008

Dev Disabil Res Revs

View full text Add to dashboard Cite

The diagnosis of Attention-Deficit Hyperactivity Disorder (ADHD) in children with a high intellectual quotient (IQ) and/or giftedness is controversial with many opinions existing on both sides of the debate. Relationships between IQ and cognitive vulnerabilities frequently described in the ADHD population vary in strength. Data asserting the validity of ADHD in the high IQ/giftedness population are discussed with comparisons made to average IQ ADHD. Educational implications of having ADHD in thecontext of a high IQ/giftedness are presented.

show abstract

“…Even cases of specialization in young children (e.g., prodigies) still promote the six factors to transform gifted children into successful adults, rather than underachieving adults [Winner, 1997]. During childhood, in stark contrast to aging adulthood, cognitive performance increases dramatically across multiple domains.…”

Section: Color Version Available Onlinementioning

confidence: 99%

A Novel Theoretical Life Course Framework for Triggering Cognitive Development across the Lifespan

Rebok

Lin

2016

Human Development

View full text Add to dashboard Cite

Although intellectual engagement is a significant factor associated with adult cognitive health, it is unclear what it includes, why and how it declines across the lifespan, and importantly, whether its decline has a causal role in cognitive aging. This integrative review introduces a novel theoretical life course framework that synthesizes research on early childhood experiences and cognitive aging to address the following three points. First, we specify six critical factors of intellectual engagement for long-term, broad cognitive development: (a) open-minded input-driven learning, (b) individualized scaffolding, (c) growth mindset, (d) forgiving environment, (e) serious commitment to learning, and (f) learning multiple skills simultaneously. We show that these factors increase basic cognitive abilities (e.g., working memory, inhibition) and promote far transfer. Second, we trace the decline of the six factors from infancy to aging adulthood (broad learning to specialization). Finally, we propose that these six factors can be applied to expand cognitive functioning in aging adults beyond currently known limits.

show abstract

Exceptionally high intelligence and schooling.

Cited by 60 publications

References 102 publications

Academic talent development in North America and Europe

Academic talent development in North America and Europe

Attention‐Deficit Hyperactivity Disorder in the context of a high intellectual quotient/giftedness

A Novel Theoretical Life Course Framework for Triggering Cognitive Development across the Lifespan

Contact Info

Product

Resources

About