Research On Gifted Adults

Research On Gifted Adults Average ratng: 8,5/10 7186reviews

Comfort Zone November 2. More Comfort Zone Email Newsletters. November 2. 00. 4: Comfort Zone ONLINEThe Highly Sensitive Child (and Adults, Too): Is Sensitivity the Same as Being Gifted? Last summer I was the invited speaker at a conference on developing gifted children, and I have been promising you a report on it. As I discussed my talk with the organizer, Linda Silverman, I realized that in her opinion high sensitivity was the same as being gifted. In the past others have also wondered if more sensitivity might be the same as being more intelligent, generally or in some special way.

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So I would like to address this question. Why Not To View Sensitivity As Giftedness. Aside from the considerable problem of just defining giftedness or even intelligence (for example, is it global or is any talent a gift or form of intelligence?), I have resisted viewing sensitivity in these highly positive ways for three reasons. First, in my experience, not all gifted people are highly sensitive. I know too many non- HSPs who are highly gifted. In fact, I wonder whether each temperament trait, at its extreme, might yield a type of gift. For example, my brilliant non- HSP husband is extremely persistent.

He works on a problem until he solves it. Period. Surely that is a gift of a different type, but what a “rage to master.” Or how about those non- HSP high sensation seekers? They explore endlessly and seek novelty and novel solutions–surely that makes them or some of them creative, or appear to be. Second, it is my experience that not all highly sensitive people are gifted. That is, at least as adults, many HSPs are not expressing some talent in a way that others would recognize as outstanding. Further, most people like to think of giftedness as special and rare, saying it only occurs or should be said to occur in 1, 3, or 5% of the population.

If one accepted that definition, all HSPs definitely could not be gifted. High sensitivity occurs in 1. Finally, third, I think I did not even consider equating it with giftedness, intelligence, reflectiveness, awareness, or other positive spins because I wanted a neutral name for the trait. I also wanted it to apply to all levels of the body, from skin and immune system to neocortex, and to all species, from fruit fly to human. Of course “sensitive” is not a neutral term either. Indeed, I wonder if there are any terms that are truly neutral to everyone.

But at least its positive and negative connotations seem to be balanced! However, there are two sides to every question, and sometimes the two sides are fairly even and certainly interesting. So let’s begin with the main question, what does it mean to be gifted? And then, the bigger question, is your HSC gifted?

By Sarah Swenson, MA, LMHCA What is giftedness? What is talent? There seem to be infinitely variable definitions for these two words. Let’s start with the idea of. Characteristics of Gifted & Creative Adults. The first question gifted adults ask me is, "How do you know I'm gifted?" This is how I answer that question. Introversion and extraversion are two complementary ways of operating in the world. People have both introversion and extraversion in their personalities. Psychological scientists are increasingly integrating multiple areas of study and levels of analyses into their research, but they face myriad challenges in doing so.

Are you gifted? Who Is Gifted? Some would say a person has to have an IQ over 1. This definition has been useful in order to acquire funding for special education of the gifted (something that was once very “big” and now is not). Giftedness was seen as a national resource to be developed. Some would say that definition is too narrow, that giftedness is a global quality. But most these days feel it is too narrow because it is enough to be very talented in one area, which could be anything from chess or Latin to music or gymnastics. But how do you compare all these different “gifts”?

I like the view of psychologist Ellen Winner (funny how sometimes a person has just the right name for their career, isn’t it?). Winner wrote Gifted Children: Myths and Realities (Basic Books, 1. She defines giftedness as involving three traits: Precocity. Gifted children began to master some domain much earlier than most children–reading, drawing, mathematics, chess, gymnastics, or whatever.

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Others have also commented on this, saying that to be gifted a child must, in some area, evidence a different “developmental trajectory” than other children. Creativity. In the sense that they do things their own way. They learn in a qualitatively different way in that they need little help from others. They are creative in the sense of making discoveries on their own and having their own “rules” or ideas about their domain of talent. To be creative in the “Big C” sense, which Winner defines as altering your chosen field forever, she would say that one has to have worked at least ten years in that area, and that seems right to me as well.

But “small c” creativity is very important, perhaps more important, to us personally and to society. I will discuss it in the next newsletter.)“A rage to master.” The gifted are intrinsically motivated to make sense of the domain in which they are precocious. They are in a state of “flow” as they focus on their interest. They are passionate about it. What The Gifted Are Not.

Winner also identifies several myths about creative persons: They are not necessarily gifted in every way, and may not even have a high IQ. They cannot be “made” by an enriched education or overzealous parents.

Resources for parents and educators of gifted children, including articles and research, books, organizations, on-line support groups, and academic programs. Differentiating reading instruction to match the individual differences and readiness levels of all children is a demanding task. Australian Gifted Support Centre Services to gifted children and adolescents, their parents or caregivers and their teachers. GIVE US A CALL 0417 208 562!

Can You Hear the Flowers Sing? Issues for Gifted Adults Author: Deirdre V. Lovecky Citation: Copyright © American Counseling Association. Reprinted with permission. Intellectual giftedness is an intellectual ability significantly higher than average. It is a characteristic of children, variously defined, that motivates.

Reading Instruction for the. Primary Gifted Learner. Chalkboard Games For Adults here.

Differentiating. reading instruction to match the individual differences. Advanced and gifted readers have the. While it is critical that. We would be remiss if we failed to make. We are equally remiss if we do not offer. Teachers require support. The Advanced Academic Division of the Texas.

Education Agency created a task force to investigate the. Reading Strategies for Advanced Primary. Readers, designed to provide teachers with alternatives. This book of interactive, practical. Contact Evelyn. Hiatt or Ann Wink at < gted@tea. This article incorporates some of. For decades, educators.

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What does the. term "advanced reader" or "gifted reader" mean. How do we. identify advanced readers or advanced potential. What. instructional needs do you think are unique to.

How do we. challenge advanced children academically in this. Which social. and emotional factors are crucial to consider. What are the. classroom management implications? What grouping. considerations do we need to address?

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How might we. appropriately inform and involve parents of. Assessment. Assessment is a key.

Assessment. guides advanced instructional objectives and documents. Reading instruction that matches the individual. Preassessment. Preassessment is vital when addressing advanced reading. Results from preassessments must be employed to. Preassessment is needed.

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Checklists,• Interest inventories,• Observations,• Performance tasks,• Process interviews,• Reading tests,•. Records of independent reading,• Running records,• Students' self- evaluations,• Teachers'- selected reading. Writing samples. Reading. Comprehension of the gifted primary reader should largely.

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What did. you think was easy to do and hard to. What. changes would you want to make?• What is. What do. you do when you are reading and you find a word. When. might it be a good idea to reread. Why do. you think that is so?• How did. What. evidence can you use to support that?• If you.

Self- assessment. Rubrics increases students' responsibility for their own. Rubrics are guidelines to quality. They provide a clearer view of the merits and demerits of.

Rubrics. show students how they are responsible for the grades. The criteria on a rubric. Each level should communicate.

Criteria must accent content rather than just focus on. With advanced. and gifted learners, the emphasis should include depth. Teachers fill in their preferred grade scale or an.

Complexity. Too simple or. Simple. information; limited critical. Information. showscritical thinking; compares and.

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Needs to add. depth or elaboration. Covers topic. well; develops information beyond facts and.

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When clear targets are provided through. After modeling and successful experiences with multiple.

Portfolios. Portfolios offer a concrete record of the development of. In classrooms where all students develop portfolios, the. In this manner, portfolios increase. Portfolio. assessment allows schools to honor the diversity of. Primary- aged children can.

Children learn to file their selected work in.

What is Giftedness? National Association for Gifted Children. Children are gifted when their ability is significantly above the norm for their age. Giftedness may manifest in one or more domains such as; intellectual, creative, artistic, leadership, or in a specific academic field such as language arts, mathematics or science. It is difficult to estimate the absolute number of gifted children in the U. S. and the world because the calculation is dependent on the number of areas, or domains, being measured and the method used to identify gifted children. However, many consider children who are in the top 1.

It is important to note that not all gifted children look or act alike. Giftedness exists in every demographic group and personality type. It is important that adults look hard to discover potential and support gifted children as they reach for their personal best.

Additional Resources. Supporting Gifted Children. Redefining Gifted for New Century: Shifting the Paradigm. Prominent Theoretical Frameworks for Giftedness. Giftedness Knows No Boundaries.