Family Processes and Psychosocial Problems of the Young Korean Gifted

It is widely known that Korean parents have a high aspiration for providing opportunities of higher education and high expectations for their children’s academic achievement. Young Korean gifted children with ages from four to ten years did not show many psychosocial problems. However, some showed such problems as distractibility and inattentiveness, aggressiveness, helplessness, or psychiatric symptoms, when parents exert pressure, fathers are not involved in education, or parents do not discipline children’s behavior. Korean young gifted children showed high motivation for learning, when parents provide support, help, and supervision on TV watching. Based on the results, it was suggested that parents provide support for learning, rather than pressure on learning, and discipline their children’s behavior when they are young. In addition, fathers need to be more involved in their children’s learning in order to prevent psychosocial problems of the young gifted.     

Gifted and talented students: Implications for school counselors

Educators will have a better understanding of the dysynchrony of young gifted children's cognitive, socio‐emotional, and motor development by carefully observing the various traits of these children.     

Combining Excellence and Ethics: Implications for Moral Education for the Gifted

In this article the current empirical research on morality and giftedness is reviewed with an emphasis on moral sensitivity. The component of moral judgment has been the most studied aspect in morality. Although high-ability students have been shown to be superior in moral judgment when compared to average-ability students, morality includes other components as well, such as sensitivity, motivation, and character. Furthermore, the critics of Kohlbergian research argue that moral reasoning does not necessarily lead to moral behavior. The gifted students might be able to give “correct” responses in the Defining Issues Test (DIT) test but their actual moral behavior cannot be predicted based on these test results. Hence, the limits of interpretation of these findings need to be acknowledged. The component of moral sensitivity is introduced with case studies regarding Finnish gifted students and Finnish Academic Olympians. The beliefs and values in academic work ethics of the Finnish Academic Olympians are discussed to give examples of how ethics can be combined with excellence in science. Some implications for the moral education of gifted students are suggested based on the research findings.     

国外超常儿童的认知发展研究综述

在最近 10年关于超常儿童的研究 ,已经把研究的重点从什么是超常儿童转移到了超常儿童如何进行思维 ,尤其是关于儿童早期阶段思维方面的研究。文章从认知发展的角度 ,对超常儿童在认知速度、背景知识、元认知、问题解决和策略能力等四个方面进行了综述 ,并指出了以后研究超常儿童的方向。     

数学英才教育研究述评

英才教育是引领知识经济发展的主力军,数学英才教育处于各国英才教育体系中的核心地位,一直是国际上研究热点之一.国外数学英才教育研究在实践方面取得了大量的研究成果:规范的入学考试;针对数学英才生设立的英才项目;课程标准多样化;高中教学大纲内容与大学数学课程内容紧密衔接;数学英才生的教材极为丰富.中国数学英才教育研究需在以下方面做出改进:建立系统的数学英才课程;设计跨学科的课程框架;鼓励教材多样化;培养精锐的数学教师队伍.     

Perfectionism in Academically Gifted Students: A Systematic Review

Educational Psychology Review - Perfectionism has long been recognised as a psychological factor that can enhance or interfere with the healthy adjustment of young students who are academically...     

有关天才儿童的定义的研究综述

本研究旨在总结国内外学者关于超常儿童定义的一些研究成果。本文从探讨超常儿童的名称入手 ,以纵向和横向两个角度 ,对超常儿童的定义进行了归类和分析。从纵向角度 ,主要是分析了超常儿童定义的发展 ,从单纯的智商定义到现在的多元智能。从横向角度 ,主要根据定义的出发点和定义取向 ,将超常儿童的定义进行了简单分类。     

Gifted Metaphors: Exploring the Metaphors of Teachers in Gifted Education and Their Impact on Teaching the Gifted

Metaphors are devices that people employ for both poetic purposes and rhetorical elaboration and belong to the realm of extraordinary language. Metaphors are used to connect abstract ideas and information to more concrete experiences, thus making these experiences more familiar and easier to understand. Moreover, metaphors are more than symbolic intellectual processes; they influence the conceptual understanding of our experiences and help define our everyday realities. For education, there is an important and relevant practical connection between the metaphors that teachers employ and their beliefs about teaching and classroom practices. This stems from the notion that metaphors guide one’s mental framework. In order to gain a deeper understanding of the metaphors influencing teachers in gifted education, this study specifically asked teachers to describe both their metaphors concerning gifted students as well as those influencing their teaching. In this study, nine different themes were identified. This research demonstrates a clear connection between reported metaphors and how gifted students receive their education from teachers. Participants’ answers demonstrate a strong connection between their metaphors and their classroom practices. However, strict adherence to one’s root metaphor increases the chance for dogmatism in the classroom and can lead to potentially incoherent classroom differentiation and a potential disconnect between classroom practices and the actual pedagogical needs of the gifted learner.     

Elder Specialists: Psychosocial Aspects of Medical Education in Geriatric Care

This paper describes an Elder Specialist Program developed by one school of medicine to sensitize medical students to geriatric psychosocial issues. Elder Specialists participate in panel discussions as part of each geriatric session. As an alternative to traditional senior mentoring programs, the Elder Specialist Program provides all students a consistent experience and enlightens students to the heterogeneity of the older adult population. Cost of the Elder Specialist Program is minimal. Without exception, the Elder Specialist component of each geriatric session has been rated by students as the highest. Measures of attitudes toward older adults are showing a positive trend.     

美国英才教育研究评析——以美国国家英才研究中心为例

美国国家英才研究中心（NRC）是美国目前最大、最有影响力的英才教育研究机构。本文通过美国国家英才研究中心及其近年最具代表性研究成果的介绍与考察，旨在使读者对美国目前英才教育及研究现状有一个总体的了解，并为我国的教育工作者提供参考与借鉴。     

天才的表现、实质与发展

本文以心理学领域的相关研究结论,首先解释了天才表现的参照系、行为内容和绩效水平;然后分析了天才的内在特殊能力与独特的认知加工过程,以及天才的情感特征与人格特质;最后讨论了天才发展中自然成长与有意训练、常规发展与认知跳跃这两类关系。对天才的深入探索,有助于纠正传统关于“天才”的错误认识,形成科学的天才观和人才观,有效指导人才培养及相应的教育实践工作。     

Gifted High-School Students' Perspectives on the Development of Perfectionism

Through the use of in-depth interviews, this study investigated how gifted high-school students scoring high on at least one measure of perfectionism (self-oriented, socially prescribed, or other-oriented) perceived their perfectionism as developing. Findings suggested support for three family history models outlined by Flett, Hewitt, Oliver, and Macdonald (2002 Flett, G., Hewitt, P., Oliver, J. and Macdonald, S. 2002. “Perfectionism in children and their parents: A developmental analysis”. In Perfectionism: Theory, research, and treatment, Edited by: Flett, G. and Flett, P. 89–132. Washington, DC: American Psychological Association. [Crossref] , [Google Scholar]). Lack of challenge in their early academic experiences was also indicated as an influence. Findings are discussed within the context of the current literature on perfectionism in gifted students, and avenues for future research are suggested.     

加速式超常儿童教育研究综述

本研究综述旨在总结国内外学者就加速式超常儿童教育的利弊所进行的一些研究成果。本文前部分是讨论支持与反对加速法的理由。支持的理由包括强化学生学习动机、缩短修业年限、减少教育经费;而反对的包括让学生承受过大学业压力、社会情感调适不良、负面标签效应等。后部分是几个其他问题的探讨,如加速法的命名、研究方法、研究课题及与充实法的对比等     

国际数学资优教育的研究综述

在有关数学资优教育的研究中,涉及较多的是对数学资优生的界定、特征、评估及培养途径,许多国家都形成了数学资优生的教育模式。其中的许多成果及实践经验对我国的数学资优教育都具有重要的参考价值。     

为天才学生设置的拓展课程——美国的中小学个案

中小学基础课程的各个科目旨在满足全体学生的需要,学生的日常学习就是了解和记忆以各种不同方式组织的知识内容,但是对于有天才素质或者创造潜力的学生来说,这还不是最终的目的,不过是激发起他们学     

Establishing Criteria for High Ability versus Selective Admission to Gifted Programs: Implications for Policy and Practice

Admission to gifted programs involves identification, which entails theories of intelligence. Unfortunately, limited resources and space availability often take precedence over theory and educational philosophy in the admission process. Three selective gifted programs are used as examples of how theories of intelligence, driven by individual program philosophies, can be used as bases of admission within the practical limitations of each. The Cisco A. Carter Gifted Early Education Program identifies inner-city preschoolers for both general intelligence and specific skills. The Julliard Pre-College Program selects participants based on a specific skill. Hunter College Elementary School screens for general intellectual giftedness. Issues such as age of identification, underrepresented populations, and gifted children with diverse abilities and needs also are addressed.     

超常儿童健康成长的主客观条件

通过整理和总结 2 0年来对 14 0余名超常儿童进行的追踪研究 ,概括出了超常儿童成长过程的五种不同的类型 ;分析了造成不同类型的原因 ;讨论了超常儿童健康成长的主客观条件 ,以及两者的相互作用 ;并提出了对教育的建议。     

改革考核评价机制促进"学困生"发展

不科学的考核评价方式是“学困生”出现的重要原因。为此，要建立促进学生素质常态、持续、优质发展的考核评价机制；建立有利于引导全体学生发展、促进教师成长的考核评价机制。     

Receptive Language of Gifted and Learning Disabled‐Gifted Children

Three tests of receptive language were administered to thirty children enrolled in regular, gifted, and learning disabled‐gifted programs. Analyses of variance indicated that the Token Test for Children differentiated the learning disabled‐gifted children and the Verbal Absurdities Subtest of the Detroit Tests of Learning Aptitude differentiated the gifted children from the other two groups.