Chapter 2 May Alessa Stephanie Livingston

-Cognitive and language ability -Interests -Learning styles -Motivation and energy -Personality -Mental health and self-concept -Habits and behavior -Background and experience (32) GT kids differ from one another in…

Terman studies based on “usual” …traits that have appeared and reappeared in studies of gifted children and adults. These traits will not and cannot apply to each gifted child. Biased study-group (teacher nominations) (32)

Terman Studies Psychologist at Stanford – pioneer of educational psychology in the 20 th century. His studies showed that gifted students were not only more intelligent but better adjusted psychologically, socially, and physically. His studies did not include the “undesirables.” Teachers nominated students for the studies that they deemed “gifted.” Relationship between giftedness and health and socioeconomic level – In his studies, students who were gifted were born healthier. (32-34)

Precocious Language and Thought Intellectually gifted students are developmentally advanced in language and thought. They express higher mental age compared with their chronological age. Asynchronous development characterized by advanced cognitive abilities. Mental development outstrips their chronological (physical) development. (35)

Logical Thinking Gifted students have quick and logical thinking process. They are characterized with natural curiosity and urge to learn. They articulate higher levels of internal control and personal responsibility. High expectations and perfectionism also set them apart from other students. (35-36)

Early Math, Art, and Music Definition – early appearance of advanced mathematical, artistic, and musical abilities Examples –Kindergartener counting by 5s and 10s and adding and subtracting 2-digit numbers –5-year old blind child with perfect pitch and the ability to play Beethoven on the piano Musical giftedness appears as early as age 1 or 2 Might be hindered by slower-developing motor ability –Student who learns to draw at an early age, has superior visual memory, and sees the world less conceptually and more in terms of shapes and visual surfaces (36)

Motivation, Persistence, Advanced Interest Definition – productive gifted students have higher motivation with persistence High motivation + curiosity, advanced comprehension and logical abilities = advanced accomplishments –Due in large part to family values (36)

Social Skills, Personal Adjustment, Self- Concept Terman Studies Bias study group (teacher selected) Students had high mental health Better adjustment for those who don’t feed extremely different –Level of giftedness Leta Hollingworth Troubled gifted students Too smart and too different IQ above 180 ( – well adjusted) Disliked and rejected In need of “emotional education” –Fully aware that they are disliked and rejected (Coopersmith Self-Esteem Inventory) (36-38)

Independence, Self-Confidence, Internal Control High level of self-confidence and independence –Stems from comparison with “average” peers, teacher/parent praise, and history of success Internal Control vs External Control –Confident. Feel responsible for success and failure. In control of their destiny. Set high goals. Disappointment, frustration, self-criticism. Comparing to their own high-expectations and perfectionism. –Contribute success/failure to luck or chance and/or teacher generosity. Does not accept responsibility. (38)

Preferred styles Intellectually gifted students are noted for their preferred styles of learning, instruction, thinking, and expression. They are keen in selecting various styles that enable them to grasp lessons in no time. They prefer styles that match the frequent characteristics of high motivation, persistence, self-confidence, independence and high internal control. (38-40)

Preferred styles of instruction Self-motivated learners more than teacher motivated. Pursuing active participant approach to learning rather than spectator approaches. Lecture tied with drill and recitation, discussion, demonstration, small group discussion, peer tutoring, co- operative learning, field trips, learning centers, learning games, electronic learning, simulation/role playing, projects, mentorships, and independent study.

Preferred styles of expression Regarding the styles of expression, intellectually gifted students seek variations. It includes written style, oral, manipulative, discussion, display, dramatization, artistic, graphic, commercial, or service types of demonstrations of learning.

Thinking style preferences Intellectually gifted students prefer triarchic categories of thinking, namely, analytic, synthetic and practical giftedness.

Superior Humor Majority of the gifted students are quick witted. Their humor springs from their to think quickly and see relationships and from general confidence and social adeptness. (40)

High Moral Thinking and Empathy Sensitive to values and moral issues. Intuitively understand ‘good’ and ‘bad’ behaviors. Not ego-centric, but are able to see a situation from another person’s point of view. (40-41)

Creativity and Intelligence: The Threshold Concept Relationship between creativity and intelligence –Threshold concept: a base level of intelligence usually is essential for creative productivity; above that threshold there is virtually no relationship between measured intelligence and creativity. Highly creative and highly intelligent students did equally well in course work – teachers preferred the highly intelligent. GT tests will miss a majority of creative students Teachers nominate well-behaved, conforming, neat, dutiful students rather than highly creative, unconventional students. Less visible due to the lack of application of creativity in some content areas Contribution to society will surpass intelligently gifted students (41)

Personality and cognitive characteristics One of the notable features of the character of intellectually gifted children is their intuitive understanding of a creative person. Another notable personality characteristic is their high energy and motivation. Sometimes described as impulsive, overactive (even hyperactive), enthusiastic, excitable, spontaneous, persistent, preserving, adventurous.

Understanding Creative Students –Likes to work by himself or herself –Is a “what if” person –Sees relationships –Is full of ideas –Possesses high verbal, conversational fluency –Constructs, builds, rebuilds –Copes with several ideas at once –Is irritated and bored by the routine –Goes beyond assigned tasks –Enjoys telling about his or her discoveries or inventions –Finds ways of doing things differently from standard procedures –Is not afraid to try something new –Does not mind consequences of appearing different (42-43)

Stereotypical characters can ensnare teachers and parents Typical characteristics of gifted children can confuse teachers and parents. Teachers make the mistake of assuming that gifted children who are not self-directed, persevering, and motivated should not be considered gifted. Parents often misunderstand the undesirable character of their children as giftedness.

Teachers should be competent, skilled and should have knowledge rather than personal traits to teach gifted students. Competencies needed to teach gifted math and science students should be different from teaching art, music or literature students. Personal-social character of teachers are more important than intellectual qualities.