Museums and the gifted

The integrative curriculum combines subject‐matter studies, mini‐courses, and long term projects which allows for individual differences and provides a qualitatively different instruction program for the gifted.     

Discipline and the gifted child

The gap between intellectual and social development in gifted children can be bridged by providing opportunities for expanded social experiences.     

Bilingualism and metaphor comprehension

A better understanding of the general processes involved in bilingual children's metaphorical reasoning was determined by conducting comparative research with children from bilingual and unilingual backgrounds. Two tests of metaphor as well as the Ravens Coloured Progressive Matrices Test (RCPMT) were administered to 30 bilingual Canadian-Greek children and to 30 unilingual Canadian children aged 8 and 11 years. The Proverbs Test (a verbal metaphorical test) and the Metaphoric Triads Task (MTT — a nonverbal pictorial test) were administered to both linguistic groups. There were no significant differences between the two linguistic groups on the RCPMT and the MTT. The only significant difference between the Canadian-Greek and the Canadian children was that the former correctly preferred the moral of the proverbs in the Proverbs Test to a greater extent than did the Canadian children. The results are discussed with respect to bilingualism and cross-cultural comparisons of cognitive constructs. The implications of the study for bilingual education are also discussed.     

The humanities and the gifted

The humanities can provide the means for integrating specialized information while encouraging consideration of alternative solutions to mankind's problems in a curriculum for the gifted.     

Bilingualism and academic achievement

Using the Early Childhood Longitudinal Study, Kindergarten Cohort, this study examines the role that bilingualism plays in children's academic developmental trajectories during their early school years, with particular attention on the school environment (N = 16,380). Growth-curve results showed that despite starting with lower math scores in kindergarten, Mixed Bilingual children fully closed the math gap with their White English Monolingual peers by fifth grade. However, because non-English-Dominant Bilinguals and non-English Monolinguals started kindergarten with significantly lower reading and math scores compared to their English Monolingual peers, by fifth grade the former groups still had significantly lower scores. School-level factors explained about one third of the reductions in the differences in children's academic performance.     

Parenting the gifted adolescent

Parenting gifted adolescents requires democratic and androgynous parenting practices to provide the guidance that gifted students look for as they grow toward adulthood.     

浅谈双语学习与思维及智力的关系

根据语言心理学 ,本文通过对有关理论和实验的分析 ,论证双语学习对思维及智力是有益的。     

非智力因素与交互式英语听力教学

交互式英语听力教学在课堂上形成特有的“教师 vs 学生，学生 vs 学生”的双向交互形式，把信息的听取看成是一种互动的过程。动机、兴趣、情感等非智力因素的合理开发在交互式英语听力教学形式中起着激发、调节和推动的积极作用。     

Futures education for the gifted

Futures education is an important area for educators of the gifted who are interested in leadership potential for it develops those skills which students can use to meet the issues and challenges of today's and tomorrow's world.     

体育教学与学生智能发展辨析

体育教学要落实身体运动的教育功能,提高学生的健康水平,也要促进学生智能的发展,这是现代教育思想赋予体育教学的要求.因此,体育教学过程在增强体质健康的同时也应该成为一个智能培养的过程.     

双语与认知发展

在收集并阅读国外多篇有关双语者的认知发展的文献的基础上,分析了这些研究的内容、侧重面以及它们带来的启示和今后的研究方向。