Families with Gifted Adolescents

Studies of families with gifted adolescents have revealed conflicting results. Adolescents, mothers, and fathers of 84 families with a gifted adolescent and of 95 families with a non‐gifted adolescent evaluated their family system independently. Dependent variables were cohesion, democratic family style (adaptability), organisation, achievement orientation, communication, and intellectual‐cultural orientation. Neither statistically nor practically significant relationships between giftedness and family system variables could be observed from the perspectives of the adolescents, the mothers, or the fathers. Contradictory results from other studies can be primarily attributed to their methodological shortcomings, labelling effects, or both. The mean inter‐rater agreement was r = .46 for mothers and fathers, r = .38 for adolescents and mothers, and r = .35 for adolescents and fathers.     

Characteristics of Moral Problems as Formulated by Gifted Adolescents

Abstract

A study was conducted to examine the nature of moral problems as formulated by gifted adolescents. Subjects from Grades 9‐12 were asked to generate stories involving a moral problem and to provide a solution. As in Kohlberg's moral dilemmas, students depicted a central protagonist as well as a definite subsidiary character. There was a significant relationship between the sex of the student and the sex of the protagonist. The protagonist and subsidiary characters were approximate to the age of the subject. Half (53 per cent) of the moral problems involved friendship or a love relationship between the protagonist and the subsidiary character. Most subjects (92 per cent) were able to give guidelines for a solution to their moral problem. Solutions to moral problems were categorized as indicating primarily either a personal (focus on self) or social (focus on group or society at large) perspective. The majority (55 per cent) of subjects gave solutions based on a social perspective, while 45 per cent offered solutions indicating a personal perspective. Comparisons by sex and grade revealed that older students (Grades 11 and 12) tended to resolve their moral problems from a personal perspective while the younger students (Grades 9 and 10) more often took a social perspective. Comparisons were also made between the stories written by gifted adolescents, the Kohlberg dilemmas, and the moral dilemmas formulated by a general population of adolescents (Yussen, 1977).     

具身社会认知:社会认知研究的新动向

具身认知是当前哲学认识论的实证转向以及第二代认知观兴起的背景下认知研究中最重要和最具代表性的研究方向之一。具身认知强调的是人的身体、动作与情境在整个认知过程中的关联性,具身社会认知是当下具身理论与社会认知研究相结合的产物。虽然具身社会认知研究的起步较晚,但却有着深刻的哲学与心理学思想渊源,存在主义、现象学、机能主义心理学等都是其理论基础。具身社会认知已经在实证领域内取得了较为丰富的研究成果,极大地拓展了具身社会领域的理论与实证依据,但想要获取更大的发展,还必须解决当前存在的诸如理论体系混乱、研究方法不足以及科学性欠缺等问题。     

Applications of Social Cognitive Theory to Gifted Education

Social cognitive theory emphasizes a dynamic interactive process to explain human functioning. This theory ascribes a central role to cognitive processes in which the individual can observe others and the environment, reflect on that in combination with his or her own thoughts and behaviors, and alter his or her own self-regulatory functions accordingly. The purpose of relating the theory to gifted education is to examine the implications of the theoretical extensions for planning appropriate curricular and instructional experiences for advanced learners. Some of the more commonly found gifted education service models are considered in terms of how well they align with and address what is known to be integral to student learning according to social cognitive theory.     

The Gifted Child

Abstract

Culturally deprived Negro children and non-deprived children were asked to view twelve pairs of figures, one pair at a time. Ss indicated which of the figures in each pair was inverted. The results support other findings that a relatedness exists between focal point location and inversion perception with lower focal point positions tending to elicit responses indicating inversion. A chi-square test indicated culturally deprived Negro children on the preschool level were significantly (p>.01) different from non-culturally deprived children. Difference" between first- grade culturally deprived Negro children and non-culturally deprived children were not significant. Inversion perception responses of first-grade deprived Negro children were not significantly different from non-culturally deprived pre-primary children.     

内隐社会认知探析

内隐社会认知作为一个崭新的心理学构想,旨在揭示无意识成分参与了有意识的社会认知加工过程。它是无意识思想、认知理论和社会心理研究日渐整合、凝聚的结果。内隐社会认知的提出对丰富和发展社会心理研究具有重要的理论和实践意义。     

The Need for Research Replication: An Example from Studies on Perfectionism and Gifted Early Adolescents

Replication studies are essential with any construct of interest in order to provide further depth and understanding. This study replicated Siegle and Schuler's (2000) perfectionism study with gifted early adolescents. Perfectionism differences among grade level, birth order, and gender were explored using a between-subjects factorial MANOVA. Similar to the previous study, we found that the FMPS is an appropriate measure of perfectionism in gifted adolescents (grades 6–8) and that females have greater concern over Organization than males. However, there were many differences in our results compared to the previous study, highlighting the continued need to study and replicate existing work before generalizations can be made about gifted early adolescents.     

聋生的社会认知及其培养

本文在阐述了社会认知的概念之后,分析了聋生社会认知的内容与特点、影响聋生社会认知的因素、以及如何培养聋生的社会认知.     

Gifted Education as a Vehicle for Enhancing Social Equality

Considering the benefits that accrue in countries having low levels of social inequality and the harm that accompanies wide disparities in income, it is important to examine any practices or traditions that contribute to inequality. Under some circumstances, gifted education does confer advantages that are not available to all students, particularly when its identification procedures fail to recognize potential in students not in the dominant group or when services improve the educational opportunities only for those who are identified even though all students could benefit. The elimination of age grading, a practice that inhibits the development of potential for many children, including gifted children, is recommended as a solution to the inequality engendered by current practice.     

内隐社会认知:从测验方法到作用机制

人类的大多数认知活动都发生意识觉察或意识控制之外。部分内隐加工会影响社会知觉、判断和行为。基于大量的内隐测量程序被开发、应用,以及更多使用内隐测量程序研究社会认知的报告的事实,内隐社会认知的最近15年可以被称为"测量时代(Age of Measurement)"。内隐测量的内容、结果与外显测量的既有区别也有联系,在关于社会认知的内容、加工过程及预测行为等方面各有优势。今后内隐测量的研究方向是探索内隐测量背手的心理机制,以及内隐测量到的心理构念影响行为的过程。     

论社会认知中的意向性

意向性问题是当代心灵哲学的五大前沿问题之一。它不仅被认为是心理现象的独特特征之一，而且被认为是社会认知的基础。本文在简要分析了相关概念异同的基础上，探讨了当代心灵哲学围绕意向性的理解、意向性在行为的解释和评价中的作用等所形成的有代表性的理论及其论证。     

事件相关电位在社会认知中的应用

近年来,各种心理学方法被广泛应用于社会认知研究,事件相关电位（theevent-related brain potential,ERP）是其中之一.它拓展了传统的行为研究方法,有效测评外显行为背后的潜在大脑加工.文章在回顾总结近年来相关电位成分在社会认知领域应用的基础上,展望了ERP技术在我国社会认知心理学领域的发展前景.     

The Science and Politics of Gifted Students With Learning Disabilities: A Social Inequality Perspective

Researchers and advocates who argue for increased recognition of gifted students with learning disabilities (G/LD students) often frame their arguments in terms of the need to increase the diversity and inclusiveness of gifted education. However, the criteria used to identify G/LD students are sufficiently vague and fluid that the G/LD category can serve as a vehicle for the very elitism and social class reproduction that the category's advocates abhor. Empirical research suggests that G/LD students often fail to satisfy traditional criteria for either aspect of their label, while the incentives of the classification are nonetheless evident to knowledgeable parents and school personnel. Implications of these findings for practice are discussed.     

The Social Functions of Attributional Face-Saving Tactics Among Early Adolescents

A series of experiments that examine the social functions of failure accounts are reviewed. The findings with American students showed that by fourth grade (1) students understand that low ability and lack of effort attributions affect teacher and peer approval, and (2) that students vary their own failure accounts in ways that are consistent with their beliefs regarding linkages between attributions and social responses. Subsequent experiments were conducted with Finnish students to investigate why early adolescents are willing to portray themselves as low in ability. Finnish students, like their American counterparts, preferred to convey to both teachers and peers that they failed because of low ability. They believed low ability accounts facilitate both teacher and peer approval as well as promote perceptions of self-effacement and honesty. The findings suggest that early adolescents are motivated to tell liked others that their failures are due to lack of competence because it offers a number of social benefits.     

Social Competencies and Difficulties of Gifted Children Compared to Nongifted Peers

This study, conducted in Israel, examined the social and emotional difficulties of gifted children, in comparison with nongifted children. The gifted children were further compared in two educational settings: segregated classes and pull-out programs. The 974 participants were from the fifth to twelfth grades. The dependent variables included loneliness, social competence, empathy, and self-concept. The results indicated that gifted children score higher on need fulfillment, empathy, academic self-concept, and lack of emotional anxiety and lower on self-disclosure and physical self-concept. Few differences were found between the two settings for gifted children. The conclusion is that gifted children differ from nongifted children only on some of the social–emotional variables examined, mainly for the better.     

合肥市民的社会阶层意识

本文在实证研究的基础上,从三个方面来分析了合肥市民的阶层意识:一是人们对社会阶层的认知;二是人们主观的分层标准是什么;三是人们社会阶层的自我定位.     

The Chronicles of Homeschooling Gifted Learners

Homeschooling only has become a choice for many families of gifted children during the last two decades, as the number of gifted families has grown steadily along with the general homeschool population (Lubienski, Puckett, & Brewer, 2013). The current study examines a group of homeschooling mothers of gifted children who publish and maintain publically available blogs about their homeschooling experiences. In this qualitative study, four themes emerged (a) unintentional homeschoolers, (b) curriculum pivoting, (c) reflection as progress, and (d) reaching forward and back. In the current study we have identified some interesting but preliminary findings about families who homeschool their gifted child or children. We should continue working to understand the phenomenon of gifted homeschooling and its implications for schools and for society.     

当前社会对自闭症儿童认知的调查研究——以贵阳市为例

本研究采用文献研究、问卷调查等方法,基于贵阳市内的社会大众,进行了自闭症儿童认知的随机抽样实地调查,对特殊教师及自闭症家长进行了深度访谈。试图在对当今社会对自闭症儿童认知调查的基础上,去分析当今社会普遍对自闭症儿童缺乏认知存在的不足及原因,从而探索出解决途径及措施;通过以贵阳市市民对自闭症儿童认知的研究,以适当弥补关于此方面理论研究的空白。