EXPERTISE AND GIFTEDNESS

The thesis of this paper is that to be gifted means being able to go through the developmental curve from novice to expert more rapidly. Central in growing expertise are the building up of pattern recognition capabilities, schema formation, proceduralization of the knowledge base, and the development of a multistrategy control structure. However gifted the person, in most domains this development takes thousands of hours of hard work. For this reason the contribution to success of sheer intellectual ability is hypothesized to be overshadowed by the personal and situational characteristics that have been found to differentiate between actually (not potentially) creative and less creative persons, e.g., an early, passionate, personal interest in a domain.     

MATHEMATICAL GIFTEDNESS AND FAMILY RELATIONSHIP

From 1963 to 1971 about 2.8 million East German school children participated in nine nationwide mathematical competitions. The 1329 most successful participants were selected for further study. In 1970/71 and in two follow ups in 1983 and 1993, data on 23,000 relatives of these children were gathered. The data indicated the existence of a strong relationship between mathematical‐technical giftedness in school and achievement in life. There was evidence from the distribution of high professional achievement among the relatives that such achievement needs not only nurture but also an appropriate genetic background, which seems to be transmitted as a simple Mendelian trait, now open to investigation by molecular genetics.     

SPECIFIC INTELLECTUAL INTENTIONS AND CREATIVE GIFTEDNESS

Intellectual giftedness is a complex psychological phenomenon. Further investigation of its essence requires study of unknown or little known phenomena, one of which is intellectual intentions. These can be considered the highest level of manifestation of the intellectual potentials of a personality. They can be defined as “subjective, internally developed standards of performance” and “norms of intellectually creative behaviour” (feeling of direction, beliefs, preferences, etc.). Understanding of intellectual intentions of gifted, creative and talented persons will provide fundamental information about the nature of giftedness.     

THE AFFECTIVE LEARNING PROCESS AND GIFTEDNESS

Learning for mastery is a time and energy consuming process that involves different types of cognitive processes and, above all, goal directed behaviour. The cognitive system is designed for knowledge and skill acquisition, but, as several researchers have pointed out, learning is also facilitated or hampered by emotions, moods and feelings. The emotion system is conceptualized as a more primitive processing system that uses gross discriminators to identify quickly problematic and nonproblematic situations. In the last few decades, students’ goal directed behaviour, their emotions and moods, their appraisals and attitudes have been studied extensively, and it has become clear that most students have a strong desire to control their environment, but also to increase their resources and to conserve energy. A framework for studying affective learning processes is outlined, and three key findings to help readers organize their reading on the affective learning process are presented.     

STUDENT PERCEPTIONS OF GIFTEDNESS

While in education the views of adults are taken into account, the students are rarely consulted, not even the gifted ones! This paper reports on a small scale study carried out in a large Australian school to investigate student perceptions of giftedness, preferred teacher qualities and ways of providing for gifted students in the school setting. The views of gifted and average students were compared. While the study has limitations, interesting similarities and differences were found between responses of the two groups. If these views were found to be held by larger number of students, it would be important for adults to take note of them. In any case, such documentation and examination of student perceptions on the study topics might give teachers and policy makers some empirical basis for action from a quarter hitherto insuffiently explored.     

THE NATURE AND DEVELOPMENT OF GIFTEDNESS: A LONGITUDINAL STUDY

Following a short discussion of conceptual and theoretical problems of giftedness, the methodological foundations and selected results of a (presently) four year longitudinal study are presented. This study is based on a multidimensional concept of giftedness: intelligence, creativity, social competence, musical ability, psychomotor ability (or practical intelligence). Both academic achievements and leisure activities, as well as cognitive and motivational personality factors and school and family socialisation conditions relevant to giftedness, were studied. During the second project phase developmental aspects and achievement analyses of gifted and normal students aged 6 to 18 years were the central aspects of the study. Finally, methodological problems in the identification of gifted children and adolescents as well as consequences for the nurturing of giftedness are discussed.     

THE ROLE OF CREATIVITY IN EXPLAINING GIFTEDNESS AND EXCEPTIONAL ACHIEVEMENT

In addition to exceptional cognitive abilities and domain‐specific aptitudes, creativity potentials are frequently used to explain high achievement in science and technology. In the Guilford tradition, research focuses increasingly on convergent versus divergent thinking, that is, a suspected dichotomy between intelligence and creativity. Despite important insights about the relationship of ability and creativity, a number of important questions remain unanswered. These relate not only to conceptualization and measurement problems regarding the hypothetical construct “creativity”, but also to its diagnosis and nurturance in childhood and adolescence. It would appear that, in view of current research paradigms, the roles of ability and creativity need to be redefined in order to predict and explain excellent achievements more reliably. Advances are mostly expected from synthetic approaches. Consequently new theoretical models and empirical research results will be presented. Finally, some consequences for the explanation of high ability as well as excellent performances in school, university, and at work will be discussed     

IDENTIFICATION AND LONGITUDINAL STUDY OF DIFFERENT FORMS OF GIFTEDNESS IN OLDER ADOLESCENTS

This study involved an adaptation and evaluation of the Munich differential diagnostic instrument for the identification of gifted and highly gifted schoolchildren (KFT). An analysis was carried out of the relationship between various forms of giftedness and actual performance. A two step procedure was applied to select gifted students using a Teachers' Checklist, the KFT and tests of creativity. About 70 gifted youngsters were selected from 600 students. The label “gifted” was used for the top 6%‐10%, “highly gifted” for the top 3%–5% and “extremely gifted” for the highest scoring members of the group. The control group (70 unselected students) was investigated with the same methods. There were clear differences between the gifted, highly gifted and extremely gifted students in every domain of giftedness. Different forms of giftedness developed in the students during the three year period.     

GIFTED AND TALENTED CHILDREN: THE NATURE OF GIFTEDNESS,SCREENING, DEVELOPMENT

The intensive restructuring of Soviet society has led to the decision to establish the National Centre on Creative Giftedness to lead theoretical and applied research on the nature of giftedness both in children and adults. The development of a gifted person is viewed as an ideal model of normal development. The psychology of giftedness includes investigations into the nature of creativity and creative personality growth; the structure and dynamics of general ability and special capacities; the psychophysiology of individual differences; psychogenetic studies. Applied research involves educational practices based on creative problem discovery and problem solving. General giftedness is viewed as primarily expressing itself in problem sensitivity and sensitivity to nonstandard ways of solving them. It also involves a high ability to anticipate and forecast the future. The integral components of giftedness are considered in terms of an evaluation function based on the individual's perspective, intellectual and emotional ‘standards’. Special abilities are viewed as emerging against the framework of general giftedness.     

LEISURE ACTIVITIES AS PREDICTORS OF GIFTEDNESS

The investigation of leisure time activities through lifespan analysis has revealed the importance of such activities in the prediction of later life achievements and creative products. They may be more reliable predictors of future performance than IQs, creativity test scores or school achievement. In the present paper creative leisure time activities are considered to be creative products. A total of 192 fifteen year old academic secondary school students were involved in the study: Creative leisure time inventories were filled out, Raven Advanced Progressive Matrices administered, and school grades recorded. Results indicated that differences in leisure time inventory scores between boys and girls with high intellectual potential were smaller than those of students with average potential. Girls were overrepresented in the “schoolhouse gifted” group, but in the “creative gifted” and “intellectually gifted” groups the ratio of girls and boys was balanced.     

A NEGLECTED COMPONENT OF NURTURING GIFTEDNESS: AFFECTIVE DEVELOPMENT

Research on giftedness and programs for fostering its development often neglect the affective component: the social, emotional and personal components which release (or block) a person's abilities. One problem of gifted children is that their accelerated intellectual development may outstrip affective development. Nonetheless, available research findings paint a positive picture of the social‐emotional characteristics of such children. Among other things they tend to be highly motivated, have a positive self‐concept and be particularly sensitive to social and ethical issues. This suggests that designers of learning experiences should pay greater attention to the affective aspects of instruction. All subject areas offer opportunities for stressing the affective dimension, science as much as literature. This involves creating a classroom climate which offers an “invitational” environment. The highly developed social values of gifted children suggest that they can be encouraged to apply their talents to the solution of the myriad problems with which contemporary society is afflicted.     

CREATIVE INTELLIGENCE: A CONCEPT OF TRUE’ GIFTEDNESS

Recent years have seen substantial changes in the conceptualization of giftedness: incorporation of gifts in areas other than those emphasized in school, emphasis on qualitative aspects (patterns and structures rather than levels) and acceptance of the importance of noncognitive factors in giftedness (e.g., motivation, self‐image, feelings). A further broadening has involved steadily increasing emphasis on creativity, which is seen as interacting with conventional intelligence to yield “true” giftedness. Creativity itself involves both cognition and noncognitive factors such as emotion, motivation and social influences. Fostering of giftedness requires encouragement of creativity, and especially of intense interest, prolonged effort, the feeling of not being alone and the joy of achieving.     

基底节区出血量与血糖血脂血压的关系

本文观察了49例基底节区出血量与血糖,血脂和血压的关系。结果表明,基底节区出血量与急性期血糖、甘油三酯呈正相关,r分别为0.533(P<0.01)及0.43(P<0.05)。而与血胆固醇、病后12h血压、高血压病程无相关性(P>0.05)。     

等容血液稀释治疗创伤性脑水肿的实验研究

选用32只狗,以钟摆式打击器制成脑挫裂伤模型。并随机分四组,对照组、常规组、常规 低右组和IHD组进行治疗。伤前、治疗前后,分别对颅内压、血及脑脊液乳酸进行监测,实验结束对损伤狗脑进行病理学检查及半定量计分。结果显示:IHD治疗后,ICP及CSF乳酸较其它各组均明显下降,损伤灶周围脑水肿及损伤反应亦明显轻于其它组。本研究揭示,IHD疗法可减轻创伤性脑水肿,降低颅内压。     

大鼠实验性胃溃疡期间大脑皮层SS免疫组织化学和原位杂交组织化学研究

目的 观察大鼠实验性胃溃疡期间大脑皮层生长抑素免疫反应(SS-ir)和SSmRNA神经元的变化。方法 免疫细化PAP法;地高辛标记反意SScRNA探针mRNA原位杂交组化法。结果 正常大鼠SS-ir神经元广泛分布于大脑皮层。溃疡术后1d,大脑皮层纹状皮质区各层SS-ir神经元减少,但可见大量串珠样SS强阳性纤维,溃疡组SS-ir神经元数与盐水组相比无差异;术后4d,溃疡组大脑皮层纹状皮质区各层SS-ir神经元密集、数量明显增多,与盐水组、正常组相比均有差异(P<0.05,P<0.01或P<0.001)。术后10和23d,以上核区SS-ir神经元数仍高于盐水组和正常组(P<0.01,P<0.001)。术后4d,溃疡组大脑皮层SSmRNA神经元数量明显多于盐水组(P<0.001)。结论 大鼠实验性胃溃疡时期,大脑皮层SS-ir和SSmRNA神经元可能参与了胃溃疡自愈过程的调节。     

脑梗塞头痛患者血清可溶性白细胞介素-2受体(SIL-2R)

采用酶联免疫吸附法测定大脑中动脉区脑梗塞(CI)急性期18例头痛患者与22例非头痛患者和28例对照组血清SIL-2R含量,发现脑梗塞头痛组、非头痛组血清SIL-2R含量(358.49±63.15U/ml、314.83±50.21U/ml)均显著高于对照组(203.92±41.35U/ml1.642±0.217μg/L,P<0.01),CI头痛组血清SIL-2R含量显著高于非头痛组(P<0.05)。研究结果提示:SIL-2R参与了CI头痛的发病过程。     

硬软酸碱原理与Baeyer-Villiger重排反应

本文应用硬软酸碱原理对Baeyer-Villiger重排反应选择性规律进行理论解释,并说明了异丙苯氧化酸性水解重排反应也遵循硬软酸碱原理。