Explorations in Giftedness

Abstract

This book is a scholarly overview of 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.

The Effect of Successful Intelligence Training Program on Academic Motivation and Academic Engagement Female High School Students

“…Third, teaching for successful intelligence enables students to capitalize on strengths and to correct or compensate for weaknesses. Fourth, teaching for successful intelligence is more motivating to both teachers and students, so that the teachers are likely to teach more effectively and the students are likely to learn more (Sternberg, Jarvin, & Grigorenko, 2011).…”

“…They also broadened the definition to emphasize the importance of metacognition-people's understanding and control of their own thinking processes. Contemporary experts also more heavily emphasized the role of culture, pointing out that what is considered intelligent in one culture may be considered stupid in another (Sternberg, Jarvin, & Grigorenko, 2011).…”

“…Zigler and Berman (1983) reported that, the Head Start program was initiated in the 1960s to provide preschoolers with an edge on intellectual abilities and accomplishments when they started school. Long-term follow-ups have indicated that by mid adolescence, children who participated in the program were more than a grade ahead of matched controls who did not experience the program (Sternberg, Jarvin, & Grigorenko, 2011). The children in the program also scored higher on a variety of tests of scholastic achievement, were less likely to need remedial attention, and were less likely to show behavioral problems.…”

“…Altogether, there is now abundant evidence that people's environments (e.g., Sternberg & Wagner 1994), their motivation (e.g., Sternberg & Ruzgis, 1994), and their training (e.g., Sternberg, 1987) can profoundly affect their intellectual skills. Thus, the controversial claims made by Herrnstein and Murray (1994) in their book, The Bell Curve, regarding the futility of intervention programs, are unfounded when one considers the evidence in favor of the possibility of improving cognitive skills (Sternberg, Jarvin, & Grigorenko, 2011).…”

Examination of the Effectiveness of Sternberg's Successful Intelligence Program on Executive Functions of Sharp-Witted Primary School Level Students

“…He is concerned with analysis and explanation of processes as to see how and with what mechanisms people resolve subjective assignments and issues, how they promote skills related with thinking and reasoning and expose better performance in dealing with various issues (Sternberg, 2007;Negahban Eslami et al, 2014). Major elements which constitute the basis of successful intelligence program are as follow (Sternberg et al, 2011;Sak, 2007):…”