Studying the meaning of giftedness: Inspiration from the field of cognitive psychology

Despite efforts to create alternative strategies to identify students from diverse backgrounds, there remains a disproportionately small minority representation in programs for the academically gifted. One reason for this discrepancy may be the effect of teachers’ theories of giftedness on how they nominate students for gifted programming. However, very little research has been conducted on teachers’ individual theories of giftedness. Inspiration for new ways of conducting research on theories of giftedness may come from research on concept and category formation from the field of cognitive psychology.     

Book review

Miteinander Reden: Kommunikationspsychologie für Führungskräfte (Talking with another: Communication psychology for leaders). by F. Schulz von Thun, J. Ruppel and R. Stratmann (2000), Reinbek, RoRoRo Sachbuch 60687, ISBN 3 499 60687 9, DM 16.90.     

Encouraging reflection in preservice teachers through response journals

Abstract

Reflection is an essential quality that needs to be instilled in preservice teachers in order for them to experience success in the classroom (Groce, Henson, & Woods, 1999; Hatton & Smith, 1995; Lin, Gorrell, & Porter, 1999); however, the teaching of reflection and meaning making is sometimes expected by instructors yet left untaught as a skill (Salvatori, 1996). The purpose of this study is to provide a tool for the teaching of reflection among preservice teachers‐the response journal. Response journals can create an artifact of thinking (Pritchard, 1993) that offers a mechanism for reflecting, applying, and questioning. This study chronicles the use of journals in a required undergraduate educational psychology course, offers a template for the incorporation of response journals, and suggests relevant prompts and evaluation methods. In addition, the study provides a summary of preservice teachers’ perceptions of and final responses to the response journals that are compiled throughout the course of instruction.     

Book reviews

Levine, J. (1999). The Enneagram intelligences: Understanding personality for effective teaching and learning. Westport, CT: Bergin & Garvey (320 pp., $24.95, cloth, ISBN‐O‐89789‐ 562–2; $59.95 hardcover, ISBN‐0–89789–561–4).

Jacobsen, M. (1999) Liberating everyday genius: Revolutionary guide for identifying and mastering your exceptional gifts . NY: Ballantine Books. (399 pp., $25.00 hb, ISBN‐0–345–42771–8).

Cline, S., & Schwartz, D. (1999). Diverse populations of gifted children: Meeting their needs in the regular classroom and beyond. Upper Saddle River, NJ: Merrill (207 pp., $ paper, ISBN 0–13–399908–4).

Johnson, N.G., Roberts, M.C., & Worell, J., Eds. (1999). Beyond appearance: A new look at adolescent girls. Washington, DC: American Psychological Association (408 pp., $39.95 hb, ISBN‐1–55798–582–0).     

Can giftedness be taught?

This study investigates the relationship between giftedness and strategic flexibility using cognitive training methodology. The two experiments showed that the metacognitive training influenced strategic flexibility and metacognition of students. The results further showed that it is much easier to enhance performance on closed problems than with open problems which call for creativity.     

Cultural concepts of giftedness

Different cultures have different conceptions of what it means to be gifted. But in identifying children as gifted, we often use only our own conception, ignoring the cultural context in which the children grew up. Such identification is inadequate and fails to do justice to the richness of the world's cultures. It also misses children who are gifted and may identify as gifted children those who are not.     

Book reviews

Streznewski, M. K. (1999). Gifted grownups: The mixed blessings of extraordinary potential . New York: John Wiley & Sons (292 pp., $24.95 hb, ISBN‐0–471–29580–9).

Johnson, N.G., Roberts, M.C., & Worell, J., Eds.(1999). Beyond appearance: A new look at adolescent girls . Washington, DC: American Psychological Association (464 pp., ISBN‐1–55798–582–0).

Smutny, J.F. (1998). The young gifted child: Potential and promise, an anthology . Cresskill, NJ: Hampton Press, Inc. (582 pp. $35.00, paperback, ISBN 1–57273–108–7).

Elias, M. J., Zins, J. E., Weissberg, R. P., Frey, K. S., Green‐berg, M. T., Haynes, N. M., Kessler, R., Schwab‐Stone, M. E., & Shriver, T. P. (1997). Promoting social and emotional learning . Alexandria, VA: Association for Supervision and Curriculum Development. (164 pp., $22.95 pb, ISBN‐0–87120–288–3).

Friedman, R. C., & Rogers, K. B. (Eds.). (1998). Talent in context: Historical and social perspectives on giftedness . Washington, DC: American Psychological Association (218 pp., $29.95 Hardback, ISBN 1–55798–493).     

Identifying and developing creative giftedness

To a large extent, creativity is a decision. Children as well as adults are creative, not by virtue of an innate ability, but by virtue of a set of decisions. In essence, they decide for creativity, rather than an innate set of abilities deciding whether they are creative. Thus, creative giftedness is not a fixed trait, but a decision‐making skill that can be developed. In this article, I present ten decisions people can make to decide for creativity. Included are teaching examples of these decisions as well as teaching activities to facilitate students' learning how to make these decisions.     

Patterns of giftedness: A triarchic analysis

This article presents an analysis of patterns of giftedness based on the triarchic theory of intelligence. The analysis distinguishes among seven different patterns of giftedness, each involving a different combination of analytical, creative, and practical abilities. The seven patterns are the Analyzer, the Creator, the Practitioner, the Analytical Creator, the Analytical Practitioner, the Creative Practitioner, and the Consummate Balancer. Examples are given of each pattern and the strengths and weaknesses of each pattern are discussed.     

Reductionism versus emergentism: A framework for understanding conceptions of giftedness

In this article, I propose that various conceptions and theoretical models of giftedness can be understood along a continuum from the most reductionist to the most emergentist. Along with this continuum, I specify four levels of analysis based on the human functional hierarchy: the biological, operational (computational), intentional, and activity levels. I illustrate how reductionist and emergentist approaches provide contrasting views of intelligence and giftedness, with the former seeking basic elements and lower level explanations and the latter stressing complexity and higher level organization. I suggest that clearly articulating levels of analysis and principles for efforts of the reductionist or emergentist nature will enhance conceptual clarity and methodological rigor. Whether giftedness is understood in the reductionist or emergentist frameworks has many practical and policy implications for gifted education.     

Discrepancies Among Teachers' Priorities for and Knowledge of Freshwater Topics

Abstract

A Blueprint for Environmental Education , edited by Jane S. Shaw. Bozeman, MT: Political Economy Research Center. 1999. Paperback. ISBN 0-9668243-1-8.

Environmental Education and Biodiversity , edited by Arjen E. J. Wals. Wageningen, The Netherlands: National Reference Centre for Nature Management. 1999. Paperback. ISBN 90-75789-03-3.

The Environmental Impact Statement Process and Environmental Law , by Emmett B. Moore. Columbus, OH: Battelle Press. 2000. Paperback. 162 pages. $19.95. ISBN 1-57477-092-6.

Caring for Plunet Earth, Volume 1: The Great Lakes, CD-ROM , Grand Rapids, MI: Center for Environmental Study. 1998. $39.00. Formatted for Macintosh, Windows 95, and Windows 3.1

Edgar Beaver's Destiny: An Environmental Fable , by Joseph Petulla. Available through Xlibris Corporation (www.Xlibris.com). 2000. Paperback. 124 pages. $16.00. ISBN 0-7388-2471-2.

A Plague of Frogs: The Horrifying True Story , by William Souder. New York: Hyperion. 2000. Hardback. Illustrated. 299 pages. $23.95. ISBN 0-7868-6360-9.

Environmental Education and Communication for a Sustainable World: Handbook for International Practitioners , edited by Brian A. Day and Martha C. Monroe. Washington, DC: Academy for Educational Development. 2000. Paperback. 138 pages. ISBN 0-89492-108-8.     

Book Review

The following book is reviewed.Female Forms: experiencing and understanding disability C. THOMAS, 1999 Buckingham: Open University Press. 192 pp., ISBN 0335 19693 4 (paperback), £16.99     

The evolution of creativity,giftedness, and multiple intelligences: An interview with Ellen winner and Howard Gardner

This article describes a training program in analogical reasoning skills based on Sternberg's componential processes research. Students are first taught how to apply the processes of encoding, inferring, mapping and applying in the solution of linguistic and nonlinguistic analogies of the A:B::C:D type. Then, they apply these components in the processing of extended linguistic analogies developed in sentence, paragraph, and story form. Finally, several weeks are spent teaching students the utility of these same components and analogical reasoning to their performance in the content areas.     

Beyond the image: The giftedness of Jimi Hendrix

This article explores aspects of the life and character of electric guitarist Jimi Hendrix based on the review of literature on gifted achievers and Dabrowski's theory on developmental potential in the gifted. The influential environmental and personality factors in the development of Hendrix's musical gift, including the role played by imagination and autodidactism with reference to Vygotky's theory on play, are a primary focus. Issues raised include the value of different musical education forms as they relate to the varieties of musical expression, and the usefulness of motivational and creative attributes as indicators of gifted potential.     

Resources In Review

Abstract

Toxics Release Inventory Package , by the National Science Teachers Association. Arlington, VA. 1999. Boxed Set. $35.00. ISBN 0-87355-171-0.

Introduction to Environmental Geology , by Edward A. Keller. Upper Saddle River, NJ: Prentice-Hall. 1999. Softcover. 383 pages. $50.00. ISBN 0-02-363290-9.

The National Environmental Policy Act: An Agenda for the Future , by Lynton Keith Caldwell. Bloomington: Indiana University Press. 1999. Clothbound. 272 pp. $29.95. ISBN 0-253-33444-6.

The Complete Guide to Environmental Careers in the 21st Century , edited by Kevin Doyle for The Environmental Careers Organization. Washington, DC: Island Press. 1999. Paperback. 280 pages. $17.95. ISBN 1-55963-586-X.

Garbage, Trash, and Refuse: Problems and Issues, an Extended Case Study for the Investigation and Evaluation of Community-Based Solid Waste Issues , by Harold R. Hungerford, William J. Bluhm, and Austin Winther. Champaign, IL: Stipes Publishing Company. 1999. Spiralbound. 183 pages. ISBN 0-87563-880-5.

Threatened and Endangered Animals, an Extended Case Study for the Investigation and Evaluation of Issues Surrounding Threatened and Endangered Animals of the United States, Teachers Edition , by Harold R. Hungerford, David Hagengruber, and William J. Bluhm. Champaign, IL: Stipes Publishing Company. 1999. Spiralbound. 192 pages. ISBN 0-87563-874-0.

The Environment: Principles and Applications , by Chris Park. New York: Routledge. 1997. Paperback. 598 pp. $35.00. ISBN 0-415-12200-7.     

Socio‐emotional adjustment in elementary school boys and girls: Does giftedness make a difference?

Fifty 10‐year‐old gifted children were matched with 50 pupils of average intelligence on the variables ‘gender’ and ‘socio‐economic status’. Three data sources (children, parents, and teachers) on the children's personality and socio‐emotional behavior were used.     

Postwar abandoned children: psychology and pedagogy at the service of the Franco Regime

ABSTRACT

This article explores the political, religious, and ideological backdrop to psychology and pedagogy under Franco’s dictatorship. To this end, it analyses the important research carried out between 1940 and 1944 by the psychologist and pedagogue José J. Jover y Piquer into the intelligence, mentality, and moral judgement of a large number of abandoned and vulnerable postwar children. The article demonstrates how, although the approach adopted by Piquer was a scientific one – with the usual aims, techniques, and methods – the research contents were subordinated to ideological and religious considerations and aimed to determine the extent to which these children could be re-educated and integrated into the new regime. Thus, psychology became the scientific packaging for studies that were eminently ideological and politically subservient, turning pedagogy into a key instrument of the biopolitics aimed at building Franco’s New Spain.     

Book reviews

The following books are reviewed.

Teaching Public Issues in the High School D. W. OLIVER & J. P. SHAVER (1966) Boston: Houghton Mifflin.

Professional Experience and the Investigative Imagination: the ART of reflective writing RICHARD WINTER, ALYSON BUCK & PAULA SOBIECHOWSKA (1999) London: Routledge. 240 pp. ISBN 0 415 19542 X (hb) £50.00, ISBN 0 415 19543 8 (pb) £ 16.99     

Resources In Review

Abstract

The RFF Reader in Environmental Science and Resource Management , edited by Wallace E. Oates. Washington, DC: Resources for the Future. 1999. Paperback. $22.95. ISBN 0-915707-96-9.

Science through Multiple Intelligences: Patterns that Inspire Inquiry , by Robert Barkman. Tucson, AZ: Zephyr Press, Inc. 1999. Paperback. 165 pages. $39.00. ISBN 1-56976-096-9.

Earth Report 2000: Revisiting the True State of the Planet , edited by Ronald Bailey. New York: McGraw-Hill. 2000. Paperback. 362 pages. $19.95. ISBN 0-07-134260-5.

Hard Green: Saving the Environment from the Environmentalists (A Conservative Manifesto) , by Peter Huber. New York: Basic Books. 1999. Hardcover. $25.00. ISBN 0-468-03112-9.

Song of the Meadowlark , by James Eggert. Berkeley, CA: Ten Speed Press. 1999. Paperback. 145 pages. $12.95. ISBN 1-58008-034-0.

The Greening of Planet Earth: The Effects of Carbon Dioxide on the Biosphere , Greening Earth Society, 4301 Wilson Blvd., Suite 805, Arlington, VA 22203-4193; tel. 703-907-6168; fax 703-907-6161; info@greeningearthsociety.org. 1992. Color. 27 min 50 s. $15.00.

The Greening of Planet Earth Continues: The Promise for the 21st Century & Beyond , Greening Earth Society. 1998. Color. 27 min 30 s. $15.00 (or both for $25.00).

Nature's Nation: An Environmental History of the United States , by John Opie. New York: Harcourt Brace and Company. 1998. Paperback. 515 pages. ISBN 0-15-500219-8.

Visions of Paradise: Glimpses of Our Landscape's Legacy , by John Warfield Simpson. Berkeley: University of California Press. 1999. Clothbound. 387 pages. $35.00. ISBN 0-520-21364-5.

Beyond the Land Ethic: More Essays in Environmental Philosophy , by J. Baird Callicott. Albany: State University of New York Press. 1999. Paperback. 427 pp. $24.95. ISBN 0-7914-4084-2.

The Morning After Earth Day , by Mary Graham. Washington, DC: Brookings Institution Press. 1999. Hardcover, 153 pages. ISBN 0-8157-3236-8.

Natural Resource Management and Institutional Change , by Diana Carney and John Farrington. New York: Routledge. 1998. Hardback. 120 pages. $60.00. ISBN 0-415-18604-8.

Green Ink: An Introduction to Environmental Journalism , by Michael Frome. Salt Lake City: University of Utah Press. 1998. Paperback. 204 pages. $19.95. ISBN 0-87480-582-1.