154:'s (1978) "three ring" definition of giftedness is one frequently mentioned conceptualization of giftedness. Renzulli's definition, which defines gifted behaviors rather than gifted individuals, is composed of three components as follows: Gifted behavior consists of behaviors that reflect an interaction among three basic clusters of human traits—above average ability, high levels of task commitment, and high levels of creativity. Individuals capable of developing gifted behavior are those possessing or capable of developing this composite set of traits and applying them to any potentially valuable area of human performance. Persons who manifest or are capable of developing an interaction among the three clusters require a wide variety of educational opportunities and services that are not ordinarily provided through regular instructional programs.
488:, there is more of a value placed on an individual's motivation and diligence. When Japanese students are given a task, they attribute success to factors like effort, whereas American students tend to attribute success to ability. Similarly, when Japanese students fail, they refer the failure to lack of effort. On the other hand, American students believe failure is due to a lack of ability. There are conceptions in rural Kenya that identify four types of intelligence: initiative (paro), knowledge and skills (rieko), respect (luoro), and comprehension of how to handle real-life problems (winjo). Chan cites the Chinese belief that aspects of giftedness are innate, but that people can become gifted through industriousness, perseverance, and learning. Not all who are intellectually gifted display every noticeable characteristic.
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by many school districts because it is simple and objective. Although a high IQ score is not the sole indicator of giftedness, usually if a student has a very high IQ, that is a significant indicator of high academic potential. Because of this consideration, if a student scores highly on an IQ test, but performs at an average or below-average level academically, school officials may think that this issue warrants further investigation as an example of underachievement. However, scholars of educational testing point out that a test-taker's scores on any two tests may vary, so a lower score on an achievement test than on an IQ test neither necessarily indicates that the test-taker is underachieving nor necessarily that the school curriculum is under-challenging.
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the intellectual ease of the gifted child and tease him or her about any minor imperfection in his or her work, strength, clothes, appearance, or behavior. Either approach—positive reinforcement from parents or negative reactions from siblings and peers for minor flaws—may push gifted children into equating their worth amongst their peers to their own abilities; thus, any imperfection could be viewed as a serious defect in themselves. This unhealthy perfectionism can be further exaggerated when the child counters bullying with the same tactics (i.e., insulting the less exceptional abilities of others), thus creating further disdain in himself for low or even average performance.
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beyond, therefore they are often overlooked when it is time for gifted and talented education program nominations. Research suggests that teacher expectancy bias can also be diminish by matching the racial demographics of students to that of teachers. Gershenson and colleagues (2016) found that non-Black teachers held low expectations of their black students, specifically in relation to black male students and math, whereas Black teachers held high expectations of black male students in regards to math. This finding suggests that racial diversity among educators is a positive step toward diminishing teacher expectancy bias.
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students. Data collected by the Office of Civil Rights department of the
Department of Education also reveal that racial/ethnic minority students are underrepresented in gifted and talented education programs. Forty-nine percent of all students enrolled in schools that offer GATE programs are White, whereas 42% of all students enrolled in schools that offer GATE programs are Latino and Black, thus revealing that white people have more opportunities to be a part of a school that offers GATE programs. Within GATE programs, 29% of the students are Latino and Black, and 57% are White (U.S. Department of Education, 2016).
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chapter), the gifted education field at large has only been able to respond to the consequences of it, when the goal should be proactive identification and support to enable the success that should come from educational experience and learning, not in spite of it. This is critical because the social and emotional aspects of twice exceptionality are fundamentally important to the twice-exceptional individual's ability to achieve a well-adjusted life (Assouline, Nicpon, & Huber, 2006; Foley Nicpon, Doobay, & Assouline, 2010; Gardynik & McDonald, 2005; King, 2005; New, 2003).
659:(Gardner 1983/1994) that intellectual giftedness may be present in areas other than the typical intellectual realm. The concept of Multiple Intelligences (MI) makes the field aware of additional potential strengths and proposes a variety of curricular methods. Gardner argued that there are eight intelligences, or different areas in which people assimilate or learn about the world around them: interpersonal, intrapersonal, bodily-kinesthetic, linguistic, logical-mathematical, musical, naturalistic, and spatial-visual.
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604:(DMGT) is a developmental theory that distinguishes giftedness from talent, offering explanation on how outstanding natural abilities (gifts) develop into specific expert skills (talents). According to DMGT theory, "one cannot become talented without first being gifted, or almost so". There are six components that can interact in countless and unique ways that foster the process of moving from having natural abilities (giftedness) to systematically developed skills.
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experience a sense of belonging and validation as scholars. Furthermore, the educator's role in this process is significant as Lee et al. argue that "eacher awareness and understanding of students' racial and cultural differences and their ability to incorporate multicultural perspectives into curricular content and instructional techniques may counter gifted minority students' discomfort in being one of the few minority students in gifted programs."
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perceptual difficulties, spatial disorientation, dyslexia, and attention deficits. Recognition of learning difficulties among the gifted is made extremely difficult by virtue of their ability to compensate. Among the signs that the student may be twice-exceptional are apparent inconsistencies between abilities and results, deficits in short-term memory and attention, and negative behaviors such as being sarcastic, negative, or aggressive.
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999:
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8.4% of students enrolled in gifted education programs. Similarly, while
Hispanic students represented 9% of public school students, these students only represented 4.7% of those identified as gifted. However, Asian students make up only 3.6% of the student body, yet constitute 14% in the gifted programs. Poor students are also underrepresented in gifted programs, even more than Black and Hispanic students are.
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6493:
793:, the students who were once on track to being recommended for remedial classes were performing at advanced academic levels after 2 years of intervention. They were also more heavily involved in leadership roles at their high school. This study supports the claim that teacher expectancy contributes to how a student sees him or herself in regards to achievements (Weinstein et al., 1991).
914:(the level at which they think), but they cannot always meet them because they are bound to a younger body, or the social environment is restrictive. In such cases, outsiders may call some behavior perfectionism, while for the gifted this may simply be their standard. It has been said that perfectionism "becomes desirable when it stimulates the healthy pursuit of excellence."
631:(T). It is important to know that (C), (IC), and (EC) can facilitate but can also hinder the learning and training of becoming talented. The learning/practice is the moderator. It is through the interactions, both environmental and intrapersonal that influence the process of learning and practice along with/without chance that natural abilities are transformed into talents.
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of originality and thought-provoking ideas and answers than a student with a tested IQ of 140—who will be selected for the program. Even creativity tests do not measure every aspect of a child's creativeness, noted
Davidson; and peer, parent, and teacher nominations can be biased in favor of popular, English-speaking, middle-class students.
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as remediation), yet adapt the curriculum to meet their advanced learning needs (for instance, through acceleration or enrichment). Twice-exceptional students are considered to be at risk because they are hidden within the general population of their educational environment, and often viewed as either underachievers or average learners.
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in childhood. Nevertheless, such references are scattered and leave the impression of something peculiar and very uncommon. Superior intelligence has certainly not been recognized as a vital educational problem. It is becoming to be so regarded today, because of the scientific study of such children by means of intelligence tests.
136:(1986; second edition 2005). The many different conceptions of giftedness presented, although distinct, are interrelated in several ways. Most of the investigators define giftedness in terms of multiple qualities, not all of which are intellectual. IQ scores are often viewed as inadequate measures of giftedness.
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Tock Keng Lim, Ida
Jeltova, Elena L. Grigorenko, Franz J. Monks, Michael W. Katzko, Jonathan A. Plucker, Sasha A. Barab, Sally M. Reis, Joseph S. Renzulli, Nancy M. Robinson, Mark A. Runco, Dean Keith Simonton, Robert J. Sternberg, Rena F. Subotnik, Linda Jarvin, Joyce Van Tassel-Baska, Catya von Karolyi,
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abilities, social isolation, sensitivity, and uneven development may cause them to face some challenging social and emotional issues, but their problem-solving abilities, advanced social skills, moral reasoning, out-of-school interests, and satisfaction in achievement may help them to be more resilient.
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refers to having high standards, a desire to achieve, conscientiousness, or high levels of responsibility. It is likely to be a virtue rather than a problem, even if gifted children may have difficulty with healthy perfectionism because they set standards that would be appropriate to their mental age
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According to 2013-2014 data collected by the Office of Civil Rights of the
Department of Education, White students have more opportunities and exposure to attending schools that offer gifted and talented education programs (GATE) than racial and ethnic minority students, specifically Black and Latino
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pointed to systemic racism as a contributor to the relative invisibility of gifted
African American youth. In their 2004 study, "Addressing the Achievement Gap Between Minority and Nonminority Children by Increasing Access to Gifted Programs" Olszewski-Kubilius et al. write that minority students are
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One of the criteria used in identification may be an IQ test score. Until the late 1960s, when "giftedness" was defined solely based on an IQ score, a school district simply set an arbitrary score (usually in the 130 range) and a student either did or did not "make the cut". This method is still used
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This review of contemporary research includes chapters by James
Borland, Linda E. Brody, Julian Stanley, Carolyn M. Callahan, Erin M. Miller, Tracy L. Cross, Laurence J. Coleman, John F. Feldhusen, Joan Freeman, Francoys Gagne, Edmund Gordon, Beatrice L. Bridglall, Kurt A. Heller, Christoph Perleth,
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In her article "The Case
Against Formal Identification," Davidson (1986) expressed strong frustration with formal testing, rating, and nomination procedures, including the use of point systems and cutoffs. Davidson noted that a student with a tested IQ of 110 may show greater giftedness in the sense
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tests, only to fail a class exam. It is estimated that half of gifted children do not perform in school at a level that is up to their abilities. Studies of high school dropouts in the United States estimate that between 18% and 25% of gifted students fail to graduate. This disparity can result from
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Early identification and intervention is critical; however, giftedness in the twice-exceptional population is often identified later than in the average population as it is masked by the disability. The disabilities may include auditory processing weaknesses, sensory-motor integration issues, visual
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Identification of gifted students with MI is a challenge since there is no simple test to determine the giftedness of MI. Assessing by observation is potentially most accurate, but potentially highly subjective. MI theory can be applied to not only gifted students, but it can be a lens through which
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In educational settings, many schools in the US use a variety of assessments of students' capability and potential when identifying gifted children. These may include portfolios of student work, classroom observations, achievement tests, and IQ test scores. Most educational professionals accept that
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of giftedness over the last century. These consequences sometimes include stigmatizing and social exclusion. There is no generally agreed definition of giftedness for either children or adults, but most school placement decisions and most longitudinal studies over the course of individual lives have
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We do not mean to leave the impression that before the general use of mental tests no attention had ever been paid to children of remarkable ability. We find many references in literature to especially bright children, and the biographies of many great men bear record of their superior performances
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An often-overlooked contributor to underachievement is undiagnosed learning differences. A gifted individual is less likely to be diagnosed with a learning disorder than a non-gifted classmate, as the gifted child can more readily compensate for their paucities. This masking effect is dealt with by
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People have known about twice-exceptional students for decades; however, identification and program strategies remain ambiguous. These students represent a unique challenge for the educational system. Teachers and educators will need to make special accommodations for their learning deficits (such
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The majority of students enrolled in gifted programs are White; Black and
Hispanic students constitute a smaller proportion than their enrollment in school. For example, statistics from 1993 indicate that in the U.S., Black students represented 16.2% of public school students, but only constituted
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While many people believe giftedness is a strictly quantitative difference, measurable by IQ tests, some authors on the "experience of being" have described giftedness as a fundamentally different way of perceiving the world, which in turn affects every experience had by the gifted individual. This
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tests are by far the most commonly used IQ tests in hospitals, schools, and private psychological practice. Older versions of the
Stanford-Binet test, now obsolete, and the Cattell IQ test purport to yield IQ scores of 180 or higher, but those scores are not comparable to scores on currently normed
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The major characteristics of these definitions are (a) the diversity of areas in which performance may be exhibited (e.g., intellectual, creativity, artistic, leadership, academically), (b) the comparison with other groups (e.g., those in general education classrooms or of the same age, experience,
168:
The term "gifted and talented" when used in respect to students, children, or youth means students, children, or youth who give evidence of high-performance capability in areas such as intellectual, creative, artistic, or leadership capacity, or in specific academic fields, and who require services
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While there are differences among subgroups of students identified as gifted, there are also differences among students in the general population whose talents are never addressed because we fail even to recognize that talent. Considerable attention has been directed at the under-representation of
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The closest Binet came to defining intelligence was in an article he co-authored with Simon (1904) in which they equate intelligence with judgment or common sense, adding that 'to judge well, to comprehend well, to reason well' (p. 197) are the essential activities' of intelligence. Unlike Galton,
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Some gifted children may not be aware that they are gifted. One apparently effective way to attempt to reverse underachievement in gifted children includes educating teachers to provide enrichment projects based on students' strengths and interests without attracting negative attention from peers.
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Unhealthy perfectionism can be triggered or further exacerbated by parents, siblings, or classmates with good or ill intentions. Parents are usually proud and will extensively praise the gifted child. On the other hand, siblings, peers, and school bullies may generally become jealous or envious of
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without equally strong language skills. In particular, the relationship between artistic ability or musical ability and the high academic ability usually associated with high IQ scores is still being explored, with some authors referring to all of those forms of high ability as "giftedness", while
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who demonstrates qualities to be twice-exceptional may encounter additional difficulties. With insight at a young age, it is possible for them to be constantly aware of the risk of failure. This can be detrimental to their emotional state and academic achievement. If a child comprehends a subject
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form L-M, which has long been obsolete, as the only test with a sufficient ceiling to identify the exceptionally and profoundly gifted, despite the Stanford-Binet L-M never having been normed on a representative national sample. Because the instrument is outdated, current results derived from the
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The use of a single cognitive test composite score as the primary criterion for determining giftedness is highly common within schools. In the past, the WISC-R (Wechsler, 1974) and the fourth edition of the Stanford-Binet (SB-IV; Thorndike, Hagen, & Sattler, 1986) were the most commonly used
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more often than gifted and talented classes due to teacher expectancy biases placed on racial minority students. Teachers' expectations of their students' academic performance influence how students perceive themselves. If a teacher expects more success academically from specific students, those
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Because defining twice exceptionality has defied psychometric and empirical characterization up to this point, and because it can include co-morbidity with a number of disorders (specific learning disability, dyslexia, attention deficit disorders, and autism, to name the few highlighted in this
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tests; other identification procedures have been proposed but are only used in a minority of cases in most public schools in the English-speaking world. Developing useful identification procedures for students who could benefit from a more challenging school curriculum is an ongoing problem in
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Gifted students of color experience success when multicultural content is incorporated in the curriculum and furthermore when the curriculum itself is designed to be culturally and linguistically compatible. A culturally diverse curriculum and instruction encourages gifted minority students to
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Racial minority students who are perceived as being disadvantaged from their peers in regards to socioeconomic status tend to have less supportive relations with their teachers (Fitzpatrick, 2015). Due to this lack of support, teachers do not expect these disadvantaged students to go above and
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This underrepresentation of such students in gifted programs is attributed to a multiplicity of factors including cultural bias of testing procedures, selective referrals and educator bias, and reliance on deficit-based paradigms. To address the inequities in assessment procedures, researchers
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With the exception of creatively gifted adolescents who are talented in writing or the visual arts, studies do not confirm that gifted individuals manifest significantly higher or lower rates or severity of depression than those for the general population. Gifted children's advanced cognitive
860:
is a common trait in gifted individuals, especially those with no social network of gifted peers. In order to gain popularity, gifted children will often try to hide their abilities to win social approval. Strategies include underachievement (discussed below) and the use of less sophisticated
425:
While IQ testing has the advantage of providing a standardised basis for the diagnosis of giftedness, psychologists are expected to interpret IQ scores in the context of all available information: standardized intelligence tests ignore actual achievement and can fail to detect giftedness. For
173:
This definition has been adopted partially or completely by the majority of the individual states in the United States (which have the main responsibility for education policy as compared to the federal government). Most states have a definition similar to that used in the State of Texas:
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associated with giftedness or talent." To counteract this problem, gifted education professionals recommend creating a peer group based on common interests and abilities. The earlier this occurs, the more effective it is likely to be in preventing isolation. Since the mid-1940s, several
417:
of the range of scores, and include the 2.5% who score more than two standard deviations below the mean and the 2.5% who score more than two standard deviations above the mean. Because the average of IQ is 100 and its standard deviation is 15, this rule places the threshold for
74:
other authors distinguish "giftedness" from "talent". There is still much controversy and much research on the topic of how adult performance unfolds from trait differences in childhood, and what educational and other supports best help the development of adult giftedness.
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stems from equating one's worth as a human being to one's achievements, and the simultaneous belief that any work less than perfect is unacceptable and will lead to criticism. Because perfection in the majority of human activities is neither desirable, nor possible, this
777:
students are prone to displaying behavior and work ethic that will set them apart from others in a positive light, whereas if a teacher only expects the bare minimum from his or her students, those students will merely do what is expected of them (Weinstein, 2002).
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these students in programs for the gifted. Among the groups most often recognized as deserving of special attention for identification, talent development, and subsequent adjustments in curriculum are African American, Latino/Latina, and twice-exceptional learners.
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varies from one publisher to another. IQ tests have poor reliability for determining test-takers' rank order at higher IQ levels, and are perhaps only effective at determining whether a student is gifted rather than distinguishing among levels of giftedness. The
1507:
Although many would consider screening to be the crucial point in the identification process, predictive validity must be established between the screening procedure and the intellectual measure(s) used to ensure the accuracy and utility of the identification
749:"less likely to be nominated by teachers as potential candidates for gifted programs and, if nominated, are less likely to be selected for the program, particularly when such traditional measures as I.Q. and achievement tests are used for identification."
573:
theorized that, rather than viewing Einstein's (and other famously gifted late-talking individuals) adult accomplishments as existing distinct from, or in spite of, his early language deficits, and rather than viewing Einstein's lingual delay itself as a
1271:
The Binet scales, as they were known, formed the basis of modern IQ tests, just as mental age formed the basis for IQ scores. ... Although Galton was the first to try to measure individual differences in intelligence, it was Binet who appeared to have
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between scores constitutes a learning disability even if all of the scores are above average. Assessments may also fail to identify some gifted students entirely because their underachieving behaviours keep them from being recognized as exceptional.
215:
IQ scores can vary for the same person, so a person does not always belong to the same IQ score range each time the person is tested. (IQ score table data and pupil pseudonyms adapted from description of KABC-II norming study cited in Kaufman 2009.)
131:
Research conducted in the 1980s and 1990s has provided data that supports notions of multiple components to intelligence. This is particularly evident in the reexamination of "giftedness" by Sternberg and Davidson in their collection of articles
404:
In psychology, identification of giftedness is usually based on IQ scores. The threshold of IQ = 130 is defined by statistical rarity. By convention, the 5% of scores who fall more than two standard deviations from the mean (or more accurately
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tests. The Stanford-Binet Third Revision (Form L-M) yields consistently higher numerical scores for the same test-taker than scores obtained on current tests. This has prompted some authors on identification of gifted children to promote the
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rather than college preparatory or honor classes. The study aimed to prepare these racial minority students for college-level academic work while attending high school. With positive teacher attitudes toward students and greater teacher
1051:
Underachievement is a significant issue for gifted learners. There is often a stark gap between the abilities of the gifted individual and their actual accomplishments. Many gifted students will perform extremely well on standardized or
457:
of 160. However, higher ceilings, including scores into the exceptionally and profoundly gifted range, exist for the WISC-IV and WISC-V, which were specifically normed on large samples of gifted children. Today, the Wechsler child and
815:
was coined by James J. Gallagher to denote students who are both gifted and have disabilities. In other words, twice-exceptional students are those who have two special needs. For instance, they might have gifted learning needs and a
753:
suggest the use of multiple tests and alternative methods of testing, such as performance-based assessment measures, oral-expressiveness measures as well as non-verbal ability assessments (such as Naglieri Nonverbal Abilities Tests (
201:
Since the late 90s, the development of the brain of people with high IQ scores has been shown to be different to that of people with average IQ scores. A longitudinal study over 6 years has shown that high-IQ children have a thinner
662:
The most common criticism of Gardner's MI theory is "the belief by scholars that each of the seven multiple intelligences is a cognitive style rather than a stand-alone construct". Others consider the theory not to be sufficiently
44:
significantly higher than average. It is a characteristic of children, variously defined, that motivates differences in school programming. It is thought to persist as a trait into adult life, with various consequences studied in
178:"gifted and talented student" means a child or youth who performs at or shows the potential for performing at a remarkably high level of accomplishment when compared to others of the same age, experience, or environment, and who
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various factors, such as loss of interest in classes that are too easy or negative social consequences of being perceived as smart. Underachievement can also result from emotional or psychological factors, including depression,
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Other methods include matching the underachiever with an achieving role model, correcting skill deficiencies and ensuring that proper assessments are in place to identify all learning issues with underachieving students.
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Reynolds, Cecil R.; Horton, Arthur M. (2012). "Chapter 3: Basic Psychometrics and Test Selection for an Independent Pediatric Forensic Neuropsychology Evaluation". In Sherman, Elizabeth M.; Brooks, Brian L. (eds.).
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When we rely on the use of a single criterion such as an IQ score to act as a gatekeeper or rely on theories with little empirical grounding, our identification practices do not reflect this understanding of
103:
Because of the key role that gifted education programs in schools play in the identification of gifted individuals, both children and adults, it is worthwhile to examine how schools define the term "gifted".
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Callahan, C. M., Moon, T. R., & Oh, S. (2014). National surveys of gifted programs executive summary. Charlottesville, VA: National Research Center on the Gifted and Talented University of Virginia
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Saklofske, Donald; Weiss, Lawrence; Beal, A. Lynne; Coalson, Diane (2003). "Chapter 1: The Wechsler Scales for Assessing Children's Intelligence: Past to Present". In Georgas, James; Weiss, Lawrence;
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The various definitions of intellectual giftedness include either general high ability or specific abilities. For example, by some definitions, an intellectually gifted person may have a striking
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Lang, Margherita; Matta, Michael; Parolin, Laura; Morrone, Cristina; Pezzuti, Lina (2017). "Cognitive Profile of Intellectually Gifted Adults: Analyzing the Wechsler Adult Intelligence Scale".
213:
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Put into the context of the psychometric movement as a whole, it is clear that the positive extreme of the IQ distribution is not as different from other IQ levels as might have been expected.
161:, Susan K. Johnsen explains that gifted children all exhibit the potential for high performance in the areas included in the United States' federal definition of gifted and talented students:
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Weinstein, R.S.; Soulé, C. R.; Collins, F.; Cone, J.; Mehlhorn, M.; Simontacchi, K. (1991). "Expectations and high school change: Teacher researcher collaboration to prevent school failure".
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McIntosh, David E.; Dixon, Felicia A.; Pierson, Eric E. (2012). "Chapter 25: Use of Intelligence Tests in the Identification of Giftedness". In Flanagan, Dawn P.; Harrison, Patti L. (eds.).
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McIntosh, David E.; Dixon, Felicia A.; Pierson, Eric E. (2012). "Chapter 25: Use of Intelligence Tests in the Identification of Giftedness". In Flanagan, Dawn P.; Harrison, Patti L. (eds.).
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McIntosh, David E.; Dixon, Felicia A.; Pierson, Eric E. (2012). "Chapter 25: Use of Intelligence Tests in the Identification of Giftedness". In Flanagan, Dawn P.; Harrison, Patti L. (eds.).
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Fitzpatrick, C.; Côté-Lussier, C.; Pagani, L. S.; Blair, C. (2015). "I Don't Think You Like Me Very Much Child Minority Status and Disadvantage Predict Relationship Quality With Teachers".
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norm tables that provide you with such extreme values are constructed on the basis of random extrapolation and smoothing but not on the basis of empirical data of representative samples.
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functions are often developed differently (or to differing extents) at different stages of development. One frequently cited example of asynchronicity in early cognitive development is
704:
describe people with a competence level in a single field of learning well beyond what is considered normal, even among the gifted community. Such individuals are alternatively termed
4594:
Kamphaus, Randy; Winsor, Ann Pierce; Rowe, Ellen W.; Kim, Songwon (2012). "Chapter 2: A History of Intelligence Test Interpretation". In Flanagan, Dawn P.; Harrison, Patti L. (eds.).
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Lee, Seon-Young, Olszewski-Kubilius, Peternel. "Follow-Up with students after 6 years of participation in project EXCITE." The Gifted Child Quarterly. Cincinnati: 2009. 53.2. p 137
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Binet believed that intelligence consists of a complex set of abilities—such as attention, memory, and reasoning—that are fluid and shaped by environmental and cultural influences.
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http://eclass.hua.gr/modules/document/file.php/OIK268/%CE%A7%CE%B1%CF%81%CE%B9%CF%83%CE%BC%CE%B1%CF%84%CE%B9%CE%BA%CF%8C%CF%84%CE%B7%CF%84%CE%B1/explorations%20of%20giftedness.pdf
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There are many theories that try to explain the correlation between perfectionism and giftedness. Perfectionism can become a problem as it frustrates and inhibits achievements.
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Weinstein and colleagues (1991) aimed to change the low expectations attached to racial minority students of an urban high school that placed many Black and Latino students in
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or activities not ordinarily provided by the school in order to fully develop such capabilities." (The Improving America’s Schools Act of 1994, P.L. 103–382, Title XIV, p. 388)
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Vialle, Wilma; Australian Association for the Education of the Gifted and Talented; Asia-Pacific Conference on Giftedness (11th : 2010 : Sydney, Australia) (2011),
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all students can be assessed. This more global perspective may lead to more child-centered instruction and meet the needs of a greater number of children (Colangelo, 2003).
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of some developmental areas (Colangelo, 2003). Multiple intelligences has been described as an attitude towards learning, instead of techniques or strategies (Cason, 2001).
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2295:
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Some believe that the isolation experienced by gifted individuals is not caused by giftedness itself, but by society's response to giftedness and to the rarity of peers.
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Callahan, Carolyn M.; Hertberg-Davis, Holly L. (21 August 2012). "Chapter 32: Heterogeneity among the Gifted". In Callahan, Carolyn M.; Hertberg-Davis, Holly L. (eds.).
1987:
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well, but due to a developmental disorder receives poor grades in a subject, the child may have difficulty understanding why there is little success in that subject.
5781:. Houghton Mifflin Company tests. Samuel R. Pinneau (Revised IQ Tables, 1960), R. L. Thorndike (1972 Norms Tables) (1972 Norms ed.). Boston: Houghton Mifflin.
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Ganry-Tardy, Marie-Noëlle. "Watching Prodigies for the Dark Side." Scientific American, 1 Apr. 2005, www.scientificamerican.com/article/watching-prodigies-for-th/.
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The identification of giftedness first emerged after the development of IQ tests for school placement. It has since become an important issue for schools, as the
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U.S. Department of Education, Office of Civil Rights. (2016). Key Data Highlights on Equity and Opportunity Gaps in our Nation's Public Schools. Retrieved from
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The Measurement of Intelligence: An Explanation of and a Complete Guide to the Use of the Stanford Revision and Extension of the Binet-Simon Intelligence Scale
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722:. These abilities often come with below-age-level functioning in most, if not all areas of skilled performance. The term was introduced in a 1978 article in
907:, can be another issue for gifted individuals. It is encouraged by the fact that gifted individuals tend to be easily successful in much of what they do.
422:
at IQ = 70, and the symmetrical threshold for giftedness at IQ = 130 (rounded). This arbitrary threshold is used by most psychologists in most countries.
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Foote, William E. (2007). "Chapter 17: Evaluations of Individuals for Disability in Insurance and Social Security Contexts". In Jackson, Rebecca (ed.).
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Neihart, M. (2002). Risk and Resilience in Gifted Children: A Conceptual Framework. In M. Neihart, S. Reis, N. M. Robinson, & S. M. Moon (Eds.)
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Reis, S. M. & McCoach, D. B. (2002). Underachievement in Gifted Students. In M. Neihart, S. M. Reis, N. M. Robinson, & S. M. Moon (Eds.).
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Taylor, Lorraine S., and Catharine R. Whittaker. Bridging Multiple Worlds: Case Studies of Diverse Educational Communities. Allyn and Bacon, 2003.
892:, while gifted adolescents in general may struggle with social adaptive learning, but these conclusions are not supported by a large literature.
5311:
4173:
Gallagher, Sherri L.; Sullivan, Amanda L. (2011). "Chapter 30: Kaufman Assessment Battery for Children, Second Edition". In Davis, Andrew (ed.).
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Gottfredson, Linda S. (2009). "Chapter 1: Logical Fallacies Used to Dismiss the Evidence on Intelligence Testing". In Phelps, Richard F. (ed.).
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Gottfredson, Linda S. (2009). "Chapter 1: Logical Fallacies Used to Dismiss the Evidence on Intelligence Testing". In Phelps, Richard F. (ed.).
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3741:
Campbell, Jonathan M. (2006). "Chapter 3: Mental Retardation/Intellectual Disability". In Campbell, Jonathan M.; Kamphaus, Randy W. (eds.).
1450:
Kalbfleisch, M. Layne (21 August 2012). "Chapter 35: Twice-Exceptional Students". In Callahan, Carolyn M.; Hertberg-Davis, Holly L. (eds.).
128:) have argued that intellect cannot be expressed in such a unitary manner, and have suggested more multifaceted approaches to intelligence.
677:
as traditionally understood, and instead uses the word "intelligence" where other people have traditionally used words like "ability" and "
495:
Not used to answering questions just for the purpose of showing knowledge – they must use their knowledge to respond to authentic problems.
3530:
Mofield, Emily (8 April 2019). "Understanding Underachievement: Mindset, Perfectionism, and Achievement Attitudes Among Gifted Students".
3430:
Schuler, P. (2002). Perfectionism in Gifted Children and Adolescents. In M. Neihart, S. M. Reis, N. M. Robinson, & S. M. Moon (Eds.).
414:
1898:
569:, who was delayed in speech, but whose later fluency and accomplishments belied this initial delay. Psychologist and cognitive scientist
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Perleth, Christoph; Schatz, Tanja; Mönks, Franz J. (2000). "Early Identification of High Ability". In Heller, Kurt A.; Mönks, Franz J.;
1936:
Perleth, Christoph; Schatz, Tanja; Mönks, Franz J. (2000). "Early Identification of High Ability". In Heller, Kurt A.; Mönks, Franz J.;
744:
Lack of equity and access in programs for the gifted has been acknowledged since the early twentieth century. In the 1920s, research by
2326:
2123:
a gifted sample gathered using IQ > 132 using the old SB L-M in 1985 does not contain the top 2% of the population but the best 10%.
2344:
1118:
491:
There are many reasons gifted students who have various backgrounds are not as successful at Western intelligence/achievement tests:
2588:""Subtle, vicious effects": Lillian Steele Proctor's Pioneering Investigation of Gifted African American Children in Washington, DC"
206:
when young, which then grows quickly and becomes significantly thicker than the other children's by the time they become teenagers.
5101:
1158:
1016:
450:
3078:
Matta, M.; Gritti, E.S.; Lang, M. (2019). "Personality assessment of intellectually gifted adults: A dimensional trait approach".
2076:
Waddell, Deborah D. (1980). "The Stanford-Binet: An Evaluation of the Technical Data Available since the 1972 Restandardization".
6131:
4105:
3910:
2636:
2302:
1723:
877:
of varying levels of selectivity have been established to help gifted individuals find intellectual peers, the oldest ones being
5341:
2381:
Renzulli, J. (May 2001). "Evaluation of a Preschool Nutrition Education Program Based on the Theory of multiple Intelligences".
5922:
Wasserman, John D. (2012). "Chapter 1: A History of Intelligence Assessment". In Flanagan, Dawn P.; Harrison, Patti L. (eds.).
4192:
Georgas, James; Weiss, Lawrence; van de Vijver, Fons; Saklofske, Donald (2003). "Preface". In Georgas, James; Weiss, Lawrence;
3475:"Current Research on the Social and Emotional Development of Gifted and Talented Students: Good News and Future Possibilities."
1163:
868:
and Levy have noted that, "in this culture, there appears to be a great pressure for people to be 'normal' with a considerable
480:
Characteristics and attributes associated with giftedness varies across cultures. While intelligence is extremely important in
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1949:
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1682:
1592:
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1492:
1459:
1422:
1389:
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1257:
2724:
Weinstein, R. S. (2002). Reaching higher: The power of expectations in schooling. Cambridge, Mass: Harvard University Press.
1813:
2420:
1099:
There is also no research that points to suicide attempt rates being higher in gifted adolescents than other adolescents.
198:
or environment), and (c) the use of terms that imply a need for development of the gift (e.g., capability and potential).
6329:
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6240:
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904:
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excels in a specific academic field." (74th legislature of the State of Texas, Chapter 29, Subchapter D, Section 29.121)
6124:
4350:
4155:
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2354:
6194:
5778:
Stanford-Binet Intelligence Scale: Manual for the Third Revision Form L-M with Revised IQ Tables by Samuel R. Pinneau
5520:
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3514:
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2505:
1702:
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https://www.researchgate.net/publication/321756596_Children_Above_180_IQ_Stanford-Binet_A_Seventy-Five_Year_Follow-Up
1038:
821:
459:
116:
in 1916, psychometricians and psychologists have sometimes equated giftedness with high IQ. Later researchers (e.g.,
5304:"Tracking the IQ Elite : TERMAN'S KIDS: The Groundbreaking Study of How the Gifted Grow Up, By Joel N. Shurkin"
3590:
3490:
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728:
describing this condition. It is also proposed that there are savants with normal or superior IQ such as those with
454:
6392:
6349:
6334:
6184:
5562:
2712:"A Review of Assessment Issues in Gifted Education and Their Implications for Identifying Gifted Minority Students"
2673:"A Review of Assessment Issues in Gifted Education and Their Implications for Identifying Gifted Minority Students"
1969:
719:
640:
468:
Stanford-Binet L-M generate inflated and inaccurate scores. The IQ assessment of younger children remains debated.
2941:
King, Emily Williams (September 2005). "Addressing the social and emotional needs of twice-exceptional students".
2629:"Addressing The Achievement Gap Between Minority And Nonminority Children By Increasing Access To Gifted Programs"
6518:
6412:
6365:
4718:"Ungifted: Intelligence Redefined: The Truth about Talent, Practice, Creativity, and the Many Paths to Greatness"
3337:"Different Gain/Loss Sensitivity and Social Adaptation Ability in Gifted Adolescents during a Public Goods Game"
3113:
Swiatek, M. A. (1995). "An Empirical Investigation Of The Social Coping Strategies Used By Gifted Adolescents".
4140:
3195:
2057:
1020:
936:
D. E. Hamachek identified six specific, overlapping types of behavior associated with perfectionism. They are:
597:. Gifted individuals also experience the world differently, resulting in certain social and emotional issues.
557:
Gifted children may develop asynchronously: their minds are often ahead of their physical growth, and specific
1764:
Carman, C. A. (2013). "Comparing apples and oranges: Fifteen years of definitions of giftedness in research".
888:
Some research suggests that mathematically gifted adolescents might have deficiencies in social valuation and
673:: that Gardner is not expanding the definition of the word "intelligence", but rather denies the existence of
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6400:
6198:
6150:
5723:
Measuring intelligence: A guide to the administration of the new revised Stanford-Binet tests of intelligence
5002:
512:
Many traits that demonstrate intellectual giftedness are identified across a multitude of cultures, such as:
92:
5669:. Riverside Textbooks in Education. Ellwood P. Cubberley (Editor's Introduction). Boston: Houghton Mifflin.
4131:
Freides, David (1972). "Review of Stanford-Binet Intelligence Scale, Third Revision". In Oscar Buros (ed.).
2250:
6404:
6380:
5164:
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The Binet scales have been around for a long time and their faults are well known. . . . Requiescat in pace
586:
4828:
Identification: The Theory and Practice of Identifying Students for Gifted and Talented Education Services
164:
There is a federal government statutory definition of gifted and talented students in the United States.
6339:
4777:
2048:
Freides, D. (1972). "Review of Stanford-Binet Intelligence Scale, Third Revision". In Oscar Buros (ed.).
541:
Displays leadership skills in various ways, such as persuasion, taking initiative, and leading by example
5478:
5303:
2698:
6447:
6384:
4029:
900:
3186:
Robinson, N. M. (2002). "Introduction". In M. Neihart; S. M. Reis; N. M. Robinson; S. M. Moon (eds.).
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Anastasi, A., & Urbina, S. (1997). Psychological testing, 7th ed. Prentice Hall/Pearson Education.
410:
4342:
1697:
Fisher, Ronald (1925), Statistical Methods for Research Workers, Edinburgh: Oliver and Boyd, p. 47,
732:, who demonstrate special abilities involving numbers, mathematics, mechanical, and spatial skills.
6245:
6010:. consulting editors: Douglas K. Detterman, Alan S. Kaufman, Joseph D. Matarazzo. New York: Wiley.
2006:, p. xxv "The Wechsler tests are perhaps the most widely used intelligence tests in the world"
1219:
825:
590:
1207:
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vocabulary when among same-age peers than when among family members or other trusted individuals.
484:
and some other cultures, such an emphasis is not consistent throughout the world. For example, in
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6179:
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1009:
419:
31:
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4257:
3017:"Gifted students with learning disabilities: Recommendations for identification and programming"
2672:
1870:. Government of New Brunswick, Canada, Department of Education. 2007. p. 39. Archived from
59:
6396:
6169:
5985:
Weiss, Lawrence G.; Saklofske, Donald H.; Prifitera, Aurelio; Holdnack, James A., eds. (2006).
4070:. International Perspectives on Forensic Mental Health. New York: Routledge. pp. 449–480.
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are individuals who perform exceptionally in a single field of learning. More often, the terms
17:
2534:
1914:
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6408:
6258:
3054:
2771:"Who believes in me? The effect of student–teacher demographic match on teacher expectations"
51:
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1195:
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Uzieblo, Katarzyna; Winter, Jan; Vanderfaeillie, Johan; Rossi, Gina; Magez, Walter (2012).
5040:
4983:
4669:
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4002:
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3289:
3276:"Mathematically Gifted Adolescents Have Deficiencies in Social Valuation and Mentalization"
2535:"Providing Access for Culturally Diverse Gifted Students: From Deficit to Dynamic Thinking"
2360:
2188:
Sternberg, Robert J., et al. Explorations in Giftedness. Cambridge University Press, 2011,
2141:
1628:
923:
125:
46:
5989:. Practical Resources for the Mental Health Professional. Burlington, MA: Academic Press.
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2136:
1986:
Raiford, Susan E.; Courville, Troy; Peters, Daniel; Gilman, Barbara J.; Silverman, Linda.
1745:
Urbina, S. (2014). Essentials of psychological testing, 2nd ed. John Wiley & Sons Inc.
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view is doubted by some scholars who have closely studied gifted children longitudinally.
8:
6513:
6189:
4859:
4261:
3396:
Parker, W. D.; Mills, C. J. (1996). "The Incidence of Perfectionism in Gifted Students".
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Howell, D. C. (1992). Statistical methods for psychology, 3rd ed. PWS-Kent Publishing Co.
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3833:
The nature and nurture of giftedness: a new framework for understanding gifted education
3354:
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Cropley, David H.; Cropley, Arthur J.; Kaufman, James C.; Runco, Mark A., eds. (2010).
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1066:
785:
773:
664:
5790:. Robert J. Sternberg (Foreword). Washington, DC: American Psychological Association.
4863:
3932:. Problems in the Behavioural Sciences No. 12. Cambridge: Cambridge University Press.
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729:
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445:
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can easily decrease scores on intelligence tests and hide true intellectual ability.
6035:
5881:"Intelligent Diagnosing of Intellectual Disabilities in Offenders: Food for Thought"
4760:
4717:
2844:
2137:"A Follow-up of Subjects Scoring above 180 IQ in Terman's Genetic Studies of Genius"
438:
no single criterion can be used in isolation to accurately identify a gifted child.
182:
exhibits high-performance capability in an intellectual, creative, or artistic area;
6485:
6067:
5895:
5857:
5581:
5546:
5508:
5474:
5451:
5410:
5388:
5323:
Broken Genius: The Rise and Fall of William Shockley, Creator of the Electronic Age
4920:
4740:
4642:; Lichtenberger, Elizabeth O.; Fletcher-Janzen, Elaine; Kaufman, Nadeen L. (2005).
4527:
4315:
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3629:
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3405:
3368:
3358:
3307:
3297:
3160:
3122:
3087:
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2950:
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2792:
2782:
2743:
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2546:
2390:
2150:
2104:
2085:
1937:
1773:
1656:
1636:
1285:
1128:
1082:
It has been thought in the past that there is a correlation between giftedness and
970:
724:
485:
88:
4468:
4048:
1799:
6278:
6025:
5806:
4794:
4661:
4639:
4617:
4531:
3994:
3363:
3302:
2982:
2900:
Coleman, Mary Ruth; Harradine, Christine; King, Emily Williams (September 2005).
2628:
1670:
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Renzulli, J. (November 1978). "What Makes Giftedness? Reexamining a Definition".
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1143:
1087:
965:
952:
874:
710:
646:
566:
481:
203:
151:
117:
5756:
The Gifted Group at Mid-Life: Thirty-Five Years' Follow-Up of the Superior Child
5282:
2424:
6497:
6473:
5965:
5945:
5927:
5776:
5737:. Genetic Studies of Genius Volume 4. Stanford, CA: Stanford University Press.
5698:. Genetic Studies of Genius Volume 1. Stanford, CA: Stanford University Press.
5597:
A Compendium of Neuropsychological Tests: Administration, Norms, and Commentary
4941:
4599:
3975:
3743:
Psychodiagnostic Assessment of Children: Dimensional and Categorical Approaches
3685:
3681:
3409:
3213:"School Counselors Light-Up the Intra- and Inter-Personal Worlds of Our Gifted"
3126:
3091:
2954:
2918:
2901:
2649:
2550:
2154:
1484:
1414:
1175:
982:
764:
Weinstein (2002) suggests that some teachers recommend racial minority students
652:
464:
121:
66:
6108:
5880:
5045:
Strange Brains and Genius: The Secret Lives of Eccentric Scientists and Madmen
3806:. Genetic Studies of Genius Volume 2. Stanford, CA: Stanford University Press.
3736:. Genetic Studies of Genius Volume 3. Stanford, CA: Stanford University Press.
3164:
3032:
6507:
6375:
6308:
6303:
6230:
5759:. Genetic Studies of Genius Volume V. Stanford, CA: Stanford University Press
4744:
4539:
4515:
4488:
4464:
3851:
3663:
3655:
3651:
3543:
2878:
2747:
1777:
1113:
988:
889:
869:
840:
790:
570:
6116:
5833:
5203:
Culture and Children's Intelligence: Cross-Cultural Analysis of the WISC-III
4414:
4287:
4198:
Culture and Children's Intelligence: Cross-Cultural Analysis of the WISC-III
3855:
1754:
Cronbach, L. J. (1949). Essentials of psychological testing, 2nd ed. Harper.
501:
May perform poorly on a culturally biased test, especially if not their own.
5907:
5772:
5750:
5735:
The Gifted Child Grows Up: Twenty-five Years' Follow-up of a Superior Group
5730:
5718:
5689:
5660:
4804:
4752:
4215:
3727:
3382:
3321:
3172:
2473:
International Handbook of Behavior Modification and Therapy: Second Edition
2402:
1648:
1617:"Intellectual ability and cortical development in children and adolescents"
1538:
674:
141:
113:
41:
6029:
5674:
4638:
2863:"Follow-Up with students after 6 years of participation in project EXCITE"
2836:
1541:, Herbert J. Walberg, Susan J. Paik, Albert Ziegler, and Richard E. Mayer.
714:
refers to the exceptional abilities occasionally exhibited by people with
498:
May perform poorly on paper-and-pencil tasks in an artificial lab setting.
95:. During the twentieth century, gifted children were often classified via
6297:
5664:
5616:
Beyond Terman: Contemporary Longitudinal Studies of Giftedness and Talent
5083:
Critical Issues and Practices in Gifted Education: What the Research Says
3055:"Twice Exceptional: When Your Child is Both Gifted and Learning Disabled"
926:
creates self-doubt, performance anxiety, and ultimately procrastination.
594:
582:
and his delay in speaking were developmentally intrinsic to one another.
70:
6103:
2797:
2604:
2587:
1640:
148:
are key qualities in many of these broadened conceptions of giftedness.
6235:
5558:
5380:
4377:
3226:
2828:
2211:, Australian Association for the Education of the Gifted and Talented,
1023: in this section. Unsourced material may be challenged and removed.
585:
It has been said that gifted children may advance more quickly through
186:
145:
137:
55:
6082:
5001:
Park, Gregory; Lubinski, David; Benbow, Camilla P. (2 November 2010).
4473:. Human Evolution, Behavior, and Intelligence. Westport, CT: Praeger.
4001:. Essentials of Psychological Assessment (2nd ed.). Hoboken, NJ:
667:. This perspective has also been criticized on the grounds that it is
6263:
6253:
6220:
6209:
5899:
4902:(fifth and enlarged ed.). Baltimore, MD: Williams & Witkins.
3733:
The Promise of Youth: Follow-up Studies of a Thousand Gifted Children
2699:
http://www2.ed.gov/about/offices/list/ocr/docs/2013-14-first-look.pdf
1900:
Assessing Intelligence in Children and Adolescents: A Practical Guide
1170:
A Nation Deceived: How Schools Hold Back America's Brightest Students
1133:
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Brightness and Dullness in Children. Lippincott's Educational Guides
5550:
4909:"Wechsler's Measurement and Appraisal of Adult Intelligence, 5th ed"
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5841:
5129:(Third ed.). Oxford: Oxford University Press. pp. 41–65.
4152:
Talent in Context: Historical and Social Perspectives on Giftedness
3341:
3280:
3001:
1564:
1502:
1452:
Fundamentals of Gifted Education: Considering Multiple Perspectives
1432:
1382:
Fundamentals of Gifted Education: Considering Multiple Perspectives
1108:
882:
708:
a term that has been mentioned as early as the eighteenth century.
678:
536:
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6468:
4883:
4191:
3768:. Blackwell Brief Histories of Psychology. Malden, MA: Blackwell.
2733:
2003:
6293:
5924:
Contemporary Intellectual Assessment: Theories, tests, and issues
5284:
Terman's Kids: The Groundbreaking Study of How the Gifted Grow Up
4938:
Contemporary Intellectual Assessment: Theories, tests, and issues
4596:
Contemporary Intellectual Assessment: Theories, tests, and issues
3972:
Contemporary Intellectual Assessment: Theories, tests, and issues
3787:. Julian C. Stanley (Guest Foreword). Boston: Allyn & Bacon.
1481:
Contemporary Intellectual Assessment: Theories, tests, and issues
1411:
Contemporary Intellectual Assessment: Theories, tests, and issues
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5977:
5957:
5742:
5703:
5652:
5595:
Strauss, Esther; Sherman, Elizabeth M.; Spreen, Otfried (2006).
5247:(Fourth ed.). San Diego, CA: Jerome M. Sattler, Publisher.
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Correcting Fallacies about Educational and Psychological Testing
2983:"The challenge of identifying gifted/learning disabled students"
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Correcting Fallacies about Educational and Psychological Testing
1292:. Cambridge: Cambridge University Press. pp. 20–38, 24–25.
1252:(second ed.). Oxford: Oxford University Press. p. 14.
1220:
https://www.tandfonline.com/doi/pdf/10.1080/10510974.2013.851726
735:
6480:
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5984:
5228:(Third ed.). San Diego, CA: Jerome M. Sattler, Publisher.
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Holahan, Carole K.; Sears, Robert R.; Cronbach, Lee J. (1995).
3250:
1208:
http://hj.diva-portal.org/smash/get/diva2:807759/FULLTEXT02.pdf
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Urbina, Susana (2011). "Chapter 2: Tests of Intelligence". In
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Re-Forming Gifted Education: Matching the Program to the Child
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cognitive measures in the schools (Coleman & Cross, 2005).
1284:
Urbina, Susana (2011). "Chapter 2: Tests of Intelligence". In
645:
Multiple intelligences has been associated with giftedness or
6288:
5725:. Riverside textbooks in education. Boston: Houghton Mifflin.
5532:""General Intelligence," Objectively Determined and Measured"
4428:
The Development of Giftedness and Talent Across the Life Span
4024:
Are We Getting Smarter? Rising IQ in the Twenty-First Century
2096:
1929:
1861:"Gifted And Talented Students: A Resource Guide for Teachers"
948:
545:
4313:
2860:
2626:
2184:
2182:
5808:
National excellence: A case for developing America's talent
5635:
Gifted children: psychological and educational perspectives
3871:
Davis, Gary A.; Rimm, Sylvia B.; Siegle, Del (April 2010).
1349:
Davis, Gary A.; Rimm, Sylvia B.; Siegle, Del (April 2010).
1086:. This is not an established research finding. As Reis and
754:
532:
Learns concepts quickly, and builds/develops these concepts
406:
4900:
Wechsler's Measurement and Appraisal of Adult Intelligence
4518:(2011). "The Theory of Intelligence and Its Measurement".
3810:
2519:
2517:
2471:
Bellack, Alan S.; Hersen, Michel; Kazdin, Alan E. (2012).
2266:"Small poppies: Highly gifted children in the early years"
5864:. Cambridge: Cambridge University Press. pp. 20–38.
5450:
5196:
5165:"Genius: A Very Short Introduction [Book Review]"
5104:. PAR(Psychological Assessment Resources). Archived from
5081:
Plucker, Jonathan A.; Callahan, Carolyn M., eds. (2008).
4821:"Chapter 12: Ability Testing & Talent Identification"
2902:"Meeting the needs of students who are twice exceptional"
2861:
Seon-Young, Lee; Olszewski-Kubilius, Paula (April 2009).
2814:
2179:
1196:
https://www.sengifted.org/post/silverman-moralsensitivity
5695:
Mental and Physical Traits of a Thousand Gifted Children
5480:
The Psychology of Abilities, Competencies, and Expertise
4577:
Clinical Assessment of Child and Adolescent Intelligence
4421:
4386:
3627:
3592:
The Social and Emotional Development of Gifted Children.
3433:
The Social and Emotional Development of Gifted Children
3151:; Levy, J. J. (2001). "The Downside of Being Talented".
2768:
2498:
Defining Autism: A Guide to Brain, Biology, and Behavior
1985:
5432:
Sternberg, Robert J.; Davidson, Janet E., eds. (2005).
5362:
Origins of genius: Darwinian perspectives on creativity
4982:. Essentials of Psychological Assessment. Hoboken, NJ:
4730:
4387:
Frances Degen, Horowitz; O'Brien, Marion, eds. (1985).
4087:
Gifted Lives: What Happens when Gifted Children Grow Up
3890:
Dumont, Ron; Willis, John O.; Elliot, Colin D. (2009).
3492:
The Social and Emotional Development of Gifted Children
3188:
The Social and Emotional Development of Gifted Children
2856:
2854:
2810:
2808:
2769:
Gershenson, S.; Holt, S. B.; Papageorge, N. W. (2016).
2627:
Olszewski-Kubilius, Paula; Seon-Young, Lee (Jan 2004).
2514:
1520:
Sternberg, Robert J.; Davidson, Janet E., eds. (2005).
96:
62:. Definitions of giftedness also vary across cultures.
5599:(Third ed.). Cambridge: Oxford University Press.
4430:. Washington, DC: American Psychological Association.
4241:. Washington, DC: American Psychological Association.
4135:. Highland Park, NJ: Gryphon Press. pp. 772–773.
2052:. Highland Park, NJ: Gryphon Press. pp. 772–773.
1997:
1970:"WISC-IV Technical Report #7 - WISC-IV Extended Norms"
1839:. Washington, DC: American Psychological Association.
1379:
27:
Intellectual ability significantly higher than average
6445:
5972:(first ed.). Baltimore: Williams & Witkins.
5023:
Conceptions of Giftedness: Sociocultural Perspectives
4593:
4200:. San Diego, CA: Academic Press. pp. xvx–xxxii.
2338:
2336:
1968:
Zhu, Jianjun; Cayton, Tom; Weiss, Larry; Gabel, Amy.
5614:
Subotnik, Rena Faye; Arnold, Karen D., eds. (1994).
5594:
4935:
4868:(second ed.). Oxford: Oxford University Press.
4660:
4336:
3970:
Flanagan, Dawn P.; Harrison, Patti L., eds. (2012).
2899:
2851:
2805:
2500:. London: Jessica Kingsley Publishers. p. 178.
2450:. Hoboken, NJ: John Wiley & Sons. p. 1497.
2031:
2023:
1897:
Kranzler, John H.; Floyd, Randy G. (1 August 2013).
1478:
1408:
1061:, perfectionism, low self esteem, or self-sabotage.
5788:
Methodologies for Conducting Research on Giftedness
5472:
4624:. New York: Springer Publishing. pp. 151–153.
4389:
The Gifted and talented: developmental perspectives
4177:. New York: Springer Publishing. pp. 343–352.
3690:
Intellectual Talent: Psychometric and Social Issues
2470:
1677:. New York: Springer Publishing. pp. 151–153.
5587:The Abilities of Man: Their Nature and Measurement
5221:
5102:"Reynolds Intellectual Assessment Scales™ (RIAS™)"
5021:Phillipson, Shane N.; McCann, Maria, eds. (2007).
5000:
4818:
4688:
4150:Friedman, Reva C.; Rogers, Karen B., eds. (2002).
4021:
3889:
3783:Colangelo, Nicholas; Davis, Gary A., eds. (2003).
3759:
2333:
2111:(2nd ed.). Amsterdam: Pergamon. p. 302.
2102:
1944:(2nd ed.). Amsterdam: Pergamon. p. 301.
1935:
917:Some believe that perfectionism can be unhealthy.
5786:Thompson, Bruce; Subotnik, Rena F., eds. (2010).
5431:
4959:Meyer, Robert G.; Weaver, Christopher M. (2005).
4172:
3725:
1519:
6505:
5785:
5507:
5205:. San Diego, CA: Academic Press. pp. 3–21.
5099:
5020:
3969:
3595:(pp. 113-124). Waco, Texas: Prufrock Press, Inc.
2495:
2446:Weiner, Irving B.; Craighead, W. Edward (2010).
634:
5301:
5080:
4495:
4320:International Handbook of Giftedness and Talent
4220:Genius: The Life and Science of Richard Feynman
3992:
3870:
3077:
2710:Mary M. Frasier; Jaime H. Garcia (2015-03-19).
2671:Mary M. Frasier; Jaime H. Garcia (2014-09-15).
2445:
2109:International Handbook of Giftedness and Talent
1967:
1942:International Handbook of Giftedness and Talent
1828:
1814:"The Identification of Students Who Are Gifted"
1348:
5878:
5816:Office of Educational Research and Improvement
5613:
5454:; Jarvin, Linda; Grigorenko, Elena L. (2010).
5245:Assessment of Children: Cognitive Applications
5123:
4819:Lohman, David F.; Foley Nicpon, Megan (2012).
4550:Identifying Gifted Students: A Practical Guide
4149:
3782:
3680:
3650:
3495:(pp. 81-91). Waco, Texas: Prufrock Press, Inc.
3436:(pp. 71-79). Waco, Texas: Prufrock Press, Inc.
2134:
1584:Identifying Gifted Students: A Practical Guide
1576:
1574:
847:
820:. Or, they may be a gifted learner and have a
426:example, a specific learning disorder such as
159:Identifying Gifted Children: A Practical Guide
6146:
6132:
5771:
5717:
5266:. La Mesa, CA: Jerome M. Sattler, Publisher.
5264:Assessment of Children: Cognitive Foundations
5162:
4553:(2nd ed.). Waco, Texas: Prufrock Press.
3692:. Baltimore: Johns Hopkins University Press.
2496:Casanova, Emily L.; Casanova, Manuel (2018).
2202:
2200:
2198:
1988:"WISC-V Technical Report #6 – Extended Norms"
1896:
1587:(2nd ed.). Waco, Texas: Prufrock Press.
885:, established in 1946 and 1966 respectively.
736:Gifted minority students in the United States
602:Differentiated Model of Giftedness and Talent
30:"Gifted" redirects here. For other uses, see
4961:Law and Mental Health: A Case-Based Approach
4906:
4294:
3908:
3662:(Seventh ed.). Upper Saddle River, NJ:
2532:
2128:
2009:
768:— with the exception of Asian students
529:Well developed vocabulary in native language
413:. In the case of intelligence, these 5% are
4958:
4792:
4666:Assessing Adolescent and Adult Intelligence
4470:The g Factor: The Science of Mental Ability
4359:
4236:
4106:"Young, gifted and likely to suffer for it"
3613:(Third ed.). Boston: Allyn and Bacon.
3469:
3467:
3395:
3147:
2980:
2230:: CS1 maint: numeric names: authors list (
2047:
2015:
1834:
1571:
1449:
6139:
6125:
6034:. J. B. Lippincott Company. Archived from
5749:
5729:
5632:
4858:
3473:Reis, S. M. & Renzulli, J. S. (2004).
2990:International Journal of Special Education
2533:Ford, Donna; Grantham, Tarek (June 2003).
2195:
1355:. Pearson Education, Limited. p. 56.
1242:
526:Strongly motivated to understand the world
6081:
6071:
5921:
5515:. Cambridge: Cambridge University Press.
5486:. Cambridge: Cambridge University Press.
5458:. Cambridge: Cambridge University Press.
5436:. Cambridge: Cambridge University Press.
5417:. Cambridge: Cambridge University Press.
5409:
5395:. Cambridge: Cambridge University Press.
5387:
5182:. Scottsdale, AZ: Great Potential Press.
5100:Reynolds, Cecil; Kamphaus, Randy (2003).
5065:Intelligence Testing: Methods and Results
4924:
4897:
4449:. Cambridge: Cambridge University Press.
4360:Ellen Idler (July 1996). "Reviewed Work:
3929:Genius: The Natural History of Creativity
3815:. Cambridge: Cambridge University Press.
3634:Confronting Dogmatism in Gifted Education
3569:. New Jersey: Pearson. pp. 320–321.
3450:. New Jersey: Pearson. pp. 287–288.
3372:
3362:
3328:
3311:
3301:
2917:
2796:
2786:
2603:
2414:
2412:
2342:
2244:
2209:Giftedness from an Indigenous perspective
1524:. Cambridge: Cambridge University Press.
1320:Intelligence Testing: Methods and Results
1119:Davidson Institute for Talent Development
1039:Learn how and when to remove this message
209:
5987:WISC-IV Advanced Clinical Interpretation
5964:
5944:
5580:
5529:
5358:
5143:
5039:
4977:
4830:. Waco, TX: Prufrock. pp. 287–386.
4793:Levine, Albert J.; Marks, Louis (1928).
4574:
4103:
4046:
3740:
3464:
3185:
2817:American Journal of Community Psychology
2380:
2263:
2019:
1724:"Statistical Infrequency Definition of…"
1550:
1159:Study of Mathematically Precocious Youth
6024:
5342:"Review - Broken Genius - Joel Shurkin"
5339:
5320:
5280:
5261:
5242:
5219:
5061:
4686:
4616:
4579:(Second ed.). New York: Springer.
4546:
4255:
4130:
4084:
3946:
3925:
3804:The Early Mental Traits of 300 Geniuses
3706:
3532:Journal for the Education of the Gifted
3529:
3480:published online in Wiley InterScience.
3267:
3210:
3112:
3014:
2637:Journal for the Education of the Gifted
2585:
2475:. New York: Plenum Press. p. 766.
2075:
1669:
1580:
1316:
1065:understanding that a difference of one
552:
14:
6506:
6003:
5862:The Cambridge Handbook of Intelligence
5855:
5688:
5659:
5513:The Cambridge Handbook of Intelligence
5415:International Handbook of Intelligence
5177:
4913:British Journal of Industrial Medicine
4767:
4664:; Lichtenberger, Elizabeth O. (2006).
4514:
4463:
4391:. American Psychological Association.
4299:(Fifth ed.). Hoboken, NJ: Wiley.
4214:
4116:from the original on November 11, 2020
3726:Burks, Barbara S.; Jensen, Dortha W.;
3080:Personality and Individual Differences
2976:
2974:
2972:
2448:The Corsini Encyclopedia of Psychology
2421:"The Theory of Multiple Intelligences"
2418:
2409:
2325:: CS1 maint: archived copy as title (
2290:
2288:
2278:Colangelo, N., & Davis, G. (2003).
1763:
1290:The Cambridge Handbook of Intelligence
1283:
757:) or Raven's Matrix Analogies Tests).
6120:
5970:The Measurement of Adult Intelligence
5952:. Baltimore: Williams & Witkins.
5950:The Measurement of Adult Intelligence
5511:; Kaufman, Scott Barry, eds. (2011).
4768:Leslie, Mitchell (July–August 2000).
4322:(2nd ed.). Amsterdam: Pergamon.
4175:Handbook of Pediatric Neuropsychology
4104:Barbieri, Annalisa (8 October 2010).
4065:
4019:
3909:Dumont, Ron; Willis, John O. (2013).
3608:
3564:
3504:
3445:
3334:
2349:(third ed.). Allyn & Bacon.
2027:
5804:
4796:Testing Intelligence and Achievement
4687:Kaufman, Scott Barry (1 June 2013).
4444:
4297:Handbook of Psychological Assessment
4133:Seventh Mental Measurements Yearbook
3911:"Range of DAS Subtest Scaled Scores"
3873:Education of the Gifted and Talented
3707:Borland, James H. (1 January 2003).
3611:Psychological Testing and Assessment
3509:. New Jersey: Pearson. p. 293.
3507:Education of the Gifted and Talented
3448:Education of the Gifted and Talented
2981:Krochak, L. A.; Ryan, T. G. (2007).
2940:
2423:. Indiana University. Archived from
2050:Seventh Mental Measurements Yearbook
2035:
1614:
1352:Education of the Gifted and Talented
1021:adding citations to reliable sources
992:
800:
6330:Fluid and crystallized intelligence
6241:Fluid and crystallized intelligence
6031:Brightness and Dullness in Children
5365:. Oxford: Oxford University Press.
5148:. Oxford: Oxford University Press.
4770:"The Vexing Legacy of Lewis Terman"
4268:. Vol. 1. Macmillan. pp.
4222:(ebook ed.). Open Road Media.
3894:. Hoboken, NJ: Wiley. p. 126.
3829:
3801:
3273:
2969:
2285:
976:
24:
5127:Pediatric Forensic Neuropsychology
5003:"Recognizing Spatial Intelligence"
4426:; Matthews, Dona J., eds. (2009).
4362:The Gifted Group in Later Maturity
4339:The Gifted Group in Later Maturity
4318:; Subotnik, Rena F., eds. (2000).
4314:Heller, Kurt A.; Mönks, Franz J.;
4266:Encyclopedia of human intelligence
4156:American Psychological Association
3632:; Sriraman, Bharath, eds. (2003).
2024:Strauss, Sherman & Spreen 2006
520:, generating ideas beyond the norm
516:Displaying advanced reasoning and
475:
185:possesses an unusual capacity for
25:
6530:
6096:
6004:Wolman, Benjamin B., ed. (1985).
5888:Behavioral Sciences & the Law
5146:Genius: A Very Short Introduction
5047:. Plenum Publishing Corporation.
772:— to special education and
720:pervasive developmental disorders
504:Have test anxiety or suffer from
453:test manuals have standard score
77:
6491:
6479:
6467:
6455:
6425:
6102:
5637:. Macmillan Publishing Company.
5314:from the original on 2012-11-08.
5302:Frederic Golden (May 31, 1992).
5025:. Mahwah, NJ: Lawrence Erlbaum.
4691:Ungifted: Intelligence Redefined
4644:Essentials of KABC-II Assessment
4498:"A Balance Sheet on Persistence"
4341:(first ed.). Stanford, CA:
4258:"Classification of Intelligence"
3999:Essentials of WISC-IV Assessment
3892:Essentials of DAS-II® Assessment
3227:"About Us | Mensa International"
2788:10.1016/j.econedurev.2016.03.002
2032:Kaufman & Lichtenberger 2006
1800:"Gifted child | psychology"
1323:. New York: Henry Holt. p.
997:
903:, while considered to have many
895:
641:Theory of multiple intelligences
607:These components consist of the
6426:
6366:Evolution of human intelligence
5860:; Kaufman, Scott Barry (eds.).
5633:Tannenbaum, Abraham J. (1983).
3830:Dai, David Yun (12 July 2014).
3602:
3583:
3567:Education of the Gifted Learner
3558:
3523:
3498:
3483:
3439:
3424:
3389:
3243:
3219:
3204:
3190:. Waco, Texas: Prufrock Press.
3179:
3141:
3106:
3071:
3062:
3047:
3008:
2934:
2893:
2762:
2727:
2718:
2703:
2691:
2682:
2664:
2620:
2579:
2565:
2526:
2489:
2464:
2439:
2374:
2282:Boston: Pearson education, Inc.
2272:
2257:
2238:
2069:
2041:
1979:
1961:
1890:
1853:
1806:
1792:
1757:
1748:
1739:
1730:
1716:
1707:
1691:
1663:
1608:
1544:
1513:
1472:
1443:
1402:
1288:; Kaufman, Scott Barry (eds.).
1008:needs additional citations for
5539:American Journal of Psychology
5163:GrrlScientist (3 March 2011).
4547:Johnsen, Susan K. (May 2011).
3875:. Pearson Education, Limited.
3478:Psychology in the Schools, 41,
2592:History of Education Quarterly
2586:Terzian, Sevan (August 2021).
2383:Journal of Nutrition Education
1581:Johnsen, Susan K. (May 2011).
1373:
1342:
1310:
1277:
1236:
1224:
1212:
1200:
1188:
107:
89:instruction of gifted students
54:in the top 2.5 percent of the
13:
1:
6431:Outline of human intelligence
6335:Multiple-intelligences theory
6107:The dictionary definition of
6066:(6): 469–471. February 1920.
6060:The Elementary School Journal
6026:Woodrow, Herbert Hollingworth
5359:Simonton, Dean Keith (1999).
5287:. Boston, MA: Little, Brown.
4898:Matarazzo, Joseph D. (1972).
4668:(3rd ed.). Hoboken, NJ:
4366:American Journal of Sociology
3766:Intelligence: A Brief History
2943:Teaching Exceptional Children
2906:Teaching Exceptional Children
2775:Economics of Education Review
2395:10.1016/S1499-4046(06)60186-3
2280:Handbook of Gifted Education.
1887:(citing Davis and Rimm, 2004)
1868:Educational Services Division
1766:Journal of Advanced Academics
1181:
1077:
635:Multiple intelligences theory
589:established by post-Freudian
578:", it may be that Einstein's
6381:Intelligence and environment
5926:(Third ed.). New York:
5805:Ross, Pat O'Connell (1993).
5775:; Merrill, Maude A. (1973).
5721:; Merrill, Maude A. (1937).
5201:; Saklofske, Donald (eds.).
5085:. Waco, TX: Prufrock Press.
4980:Essentials of CAS Assessment
4963:. New York: Guilford Press.
4940:(Third ed.). New York:
4826:. In Hunsaker, Scott (ed.).
4598:(Third ed.). New York:
4532:10.1016/j.intell.2011.03.004
4196:; Saklofske, Donald (eds.).
4068:Learning Forensic Assessment
4047:Winerman, Lea (March 2013).
3974:(Third ed.). New York:
3785:Handbook of Gifted Education
3364:10.1371/journal.pone.0017044
3303:10.1371/journal.pone.0018224
2346:Handbook of Gifted Education
2090:10.1016/0022-4405(80)90060-6
2078:Journal of School Psychology
1483:(Third ed.). New York:
1413:(Third ed.). New York:
945:A nagging "I should" feeling
852:
688:
535:Strong sense of justice and
7:
6325:Cattell–Horn–Carroll theory
5818:, Department of Education.
5530:Spearman, C. (April 1904).
5262:Sattler, Jerome M. (2008).
5243:Sattler, Jerome M. (2001).
5220:Sattler, Jerome M. (1988).
4907:R. D. Savage (April 1974).
4575:Kamphaus, Randy W. (2005).
4295:Groth-Marnat, Gary (2009).
4256:Gregory, Robert J. (1995).
3813:The Dark Side of Creativity
3709:Rethinking Gifted Education
1102:
848:Social and emotional issues
387:
373:
359:
345:
331:
317:
303:
289:
275:
261:
247:
233:
82:
10:
6535:
5456:Explorations in Giftedness
4978:Naglieri, Jack A. (1999).
4030:Cambridge University Press
3836:. Teachers College Press.
3802:Cox, Catherine M. (1926).
3711:. Teachers College Press.
3410:10.1177/001698629604000404
3127:10.1177/001698629503900305
3092:10.1016/j.paid.2018.05.009
2955:10.1177/004005990503800103
2919:10.1177/004005990503800101
2867:The Gifted Child Quarterly
2650:10.1177/016235320402800202
2551:10.1207/s15430421tip4203_8
2264:M. Gross (18 March 1999).
2155:10.1177/001440298405000604
1454:. Routledge. p. 360.
1384:. Routledge. p. 330.
986:
980:
804:
638:
29:
6421:
6358:
6317:
6208:
6157:
5434:Conceptions of Giftedness
5178:Rogers, Karen B. (2002).
5144:Robinson, Andrew (2011).
5062:Pintner, Rudolph (1931).
4865:IQ and Human Intelligence
4422:Horowitz, Frances Degen;
4343:Stanford University Press
3165:10.1037/0003-066x.56.1.75
3033:10.1207/S15327035EX1002_4
1522:Conceptions of Giftedness
1317:Pintner, Rudolph (1923).
1249:IQ and Human Intelligence
523:Resourceful and adaptable
415:partitioned to both sides
134:Conceptions of Giftedness
6007:Handbook of Intelligence
5393:Handbook of Intelligence
4745:10.1177/1073191117733547
4496:Charles Locurto (1999).
4020:Flynn, James R. (2012).
3949:Intelligence: A New Look
3544:10.1177/0162353219836737
2879:10.1177/0016986208330562
2748:10.1177/0044118X13508962
1778:10.1177/1932202X12472602
1487:. pp. 623–42, 636.
1417:. pp. 623–42, 636.
826:autism spectrum disorder
822:developmental disability
627:(LP) and the outcome of
544:Comprehending and using
5753:; Oden, Melita (1959).
5733:; Oden, Melita (1947).
3682:Benbow, Camilla Persson
3636:. New York: Routledge.
3565:Davis, Gary A. (2011).
3505:Davis, Gary A. (2011).
3446:Davis, Gary A. (2011).
3015:Nielson, M. E. (2002).
2247:"His Brain Measured Up"
2135:Feldman, David (1984).
2016:Meyer & Weaver 2005
1615:Shaw, P. (March 2006).
919:Unhealthy perfectionism
600:Francoy Gagne's (2000)
420:intellectual disability
100:school administration.
38:Intellectual giftedness
32:Gifted (disambiguation)
6519:Educational psychology
5618:. Norwood, NJ: Ablex.
5590:. New York: Macmillan.
5473:Sternberg, Robert J.;
5321:Shurkin, Joel (2006).
5281:Shurkin, Joel (1992).
5224:Assessment of Children
5068:. New York: Henry Holt
4646:. Hoboken, NJ: Wiley.
4085:Freeman, Joan (2010).
3953:Transaction Publishers
3947:Eysenck, Hans (1998).
3926:Eysenck, Hans (1995).
3745:. Hoboken, NJ: Wiley.
3398:Gifted Child Quarterly
3335:Chung, Dongil (2011).
3274:Yun, Kyongsik (2011).
3115:Gifted Child Quarterly
3053:Shenfield, T. (2014).
2419:Gilman, Lynn (2012) .
2343:Colangelo, N. (2003).
2107:; et al. (eds.).
1940:; et al. (eds.).
1097:
746:Lillian Steele Proctor
621:intrapersonal catalyst
617:environmental catalyst
210:Identification methods
195:
171:
6259:Intelligence quotient
5773:Terman, Lewis Madison
5719:Terman, Lewis Madison
5325:. London: Macmillan.
5041:Pickover, Clifford A.
4089:. London: Routledge.
4053:Monitor on Psychology
3951:. New Brunswick, NJ:
3660:Psychological Testing
3609:Aiken, Lewis (1979).
3153:American Psychologist
1092:
987:Further information:
911:Healthy perfectionism
176:
166:
50:followed people with
6345:Three-stratum theory
6038:on 30 September 2012
5858:Sternberg, Robert J.
5509:Sternberg, Robert J.
5475:Grigorenko, Elena L.
5452:Sternberg, Robert J.
5411:Sternberg, Robert J.
5389:Sternberg, Robert J.
4944:. pp. 623–642.
4316:Sternberg, Robert J.
4262:Sternberg, Robert J.
4049:"Smarter than ever?"
3762:Sternberg, Robert J.
3760:Cianciolo, Anna T.;
3630:Sternberg, Robert J.
3211:Lardner, C. (2005).
2539:Theory into Practice
2142:Exceptional Children
2105:Sternberg, Robert J.
1938:Sternberg, Robert J.
1286:Sternberg, Robert J.
1017:improve this article
958:Face-saving behavior
924:cognitive distortion
553:Developmental theory
126:Louis Leon Thurstone
47:longitudinal studies
42:intellectual ability
6318:Models and theories
5199:van de Vijver, Fons
5007:Scientific American
4445:Hunt, Earl (2011).
4194:van de Vijver, Fons
3993:Flanagan, Dawn P.;
3355:2011PLoSO...617044C
3294:2011PLoSO...618224Y
3255:www.intertel-iq.org
3058:Advanced Psychology
2736:Youth & Society
2605:10.1017/heq.2021.22
2427:on 25 November 2012
2004:Georgas et al. 2003
1641:10.1038/nature04513
1633:2006Natur.440..676S
1559:(3): 180–184, 261.
818:learning disability
217:
6371:Heritability of IQ
6148:Human intelligence
5814:. Washington, DC:
4602:. pp. 56–70.
4447:Human Intelligence
4154:. Washington, DC:
2829:10.1007/bf00938027
1917:on 16 October 2014
1903:. Guilford Press.
1818:Davidson Institute
1139:Heritability of IQ
1067:standard deviation
711:Autistic savantism
214:
93:special challenges
6443:
6442:
6359:Areas of research
6309:Visual processing
6226:Cognitive liberty
6017:978-0-471-89738-5
5996:978-0-12-088763-7
5937:978-1-60918-995-2
5930:. pp. 3–55.
5871:978-0-521-73911-5
5825:978-0-16-042928-6
5797:978-1-4338-0714-5
5644:978-0-02-418880-9
5625:978-1-56750-011-0
5606:978-0-19-515957-8
5582:Spearman, Charles
5493:978-0-521-00776-4
5465:978-0-521-74009-8
5443:978-0-521-54730-7
5424:978-0-521-00402-2
5402:978-0-521-59648-0
5372:978-0-19-512879-6
5332:978-1-4039-8815-7
5308:Los Angeles Times
5294:978-0-316-78890-8
5273:978-0-9702671-4-6
5254:978-0-9618209-7-8
5235:978-0-9618209-0-9
5212:978-0-12-280055-9
5189:978-0-910707-46-6
5155:978-0-19-959440-5
5136:978-0-19-973456-6
5111:on 9 October 2021
5092:978-1-59363-295-3
5054:978-0-688-16894-0
5032:978-0-8058-5751-1
4993:978-0-471-29015-5
4970:978-1-59385-221-4
4951:978-1-60918-995-2
4875:978-0-19-958559-5
4860:Mackintosh, N. J.
4837:978-1-931280-17-4
4780:on 26 August 2021
4774:Stanford Magazine
4722:Publishers Weekly
4702:978-0-465-02554-1
4679:978-0-471-73553-3
4653:978-0-471-66733-9
4631:978-0-8261-0629-2
4609:978-1-60918-995-2
4586:978-0-387-26299-4
4560:978-1-59363-701-9
4516:Jensen, Arthur R.
4480:978-0-275-96103-9
4465:Jensen, Arthur R.
4456:978-0-521-70781-7
4437:978-1-4338-0414-4
4424:Subotnik, Rena F.
4398:978-0-912704-94-4
4329:978-0-08-043796-5
4306:978-0-470-08358-1
4279:978-0-02-897407-1
4248:978-1-4338-0392-5
4229:978-1-4532-1043-7
4207:978-0-12-280055-9
4184:978-0-8261-0629-2
4165:978-1-55798-944-4
4096:978-0-415-47009-4
4077:978-0-8058-5923-2
4039:978-1-107-60917-4
4012:978-0-470-18915-3
3985:978-1-60918-995-2
3962:978-0-7658-0707-6
3939:978-0-521-48508-1
3901:978-0-470-22520-2
3882:978-0-13-505607-3
3858:on 9 October 2016
3843:978-0-8077-5087-2
3822:978-0-521-13960-1
3794:978-0-205-34063-7
3775:978-1-4051-0824-9
3752:978-0-471-21219-5
3718:978-0-8077-4304-1
3699:978-0-8018-5302-9
3673:978-0-02-303085-7
3643:978-0-415-89446-3
3620:978-0-205-06613-1
3251:"Intertel - Home"
2482:978-1-4613-0523-1
2457:978-0-470-17024-3
2218:978-0-9808448-1-8
2118:978-0-08-043796-5
1951:978-0-08-043796-5
1910:978-1-4625-1121-1
1846:978-1-4338-0392-5
1684:978-0-8261-0629-2
1594:978-1-59363-701-9
1531:978-0-521-54730-7
1494:978-1-60918-995-2
1461:978-1-136-94643-1
1424:978-1-60918-995-2
1391:978-1-136-94643-1
1362:978-0-13-505607-3
1259:978-0-19-958559-5
1244:Mackintosh, N. J.
1164:Talented programs
1154:Multipotentiality
1149:IQ classification
1049:
1048:
1041:
875:high-IQ societies
813:twice-exceptional
807:Twice exceptional
801:Twice-exceptional
786:remedial programs
730:Asperger syndrome
625:learning/practice
591:developmentalists
518:creative thinking
506:stereotype threat
446:IQ classification
409:) are considered
402:
401:
16:(Redirected from
6526:
6496:
6495:
6494:
6484:
6483:
6472:
6471:
6460:
6459:
6458:
6451:
6429:
6428:
6350:Triarchic theory
6141:
6134:
6127:
6118:
6117:
6106:
6087:
6085:
6075:
6052:"Reviewed Work:
6047:
6045:
6043:
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6000:
5981:
5961:
5941:
5918:
5916:
5914:
5900:10.1002/bsl.1990
5885:
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5850:
5848:
5813:
5801:
5782:
5768:
5766:
5764:
5751:Terman, Lewis M.
5746:
5731:Terman, Lewis M.
5726:
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5690:Terman, Lewis M.
5685:
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5681:
5661:Terman, Lewis M.
5656:
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5591:
5577:
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5573:
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5561:. Archived from
5536:
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5469:
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5348:. Archived from
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4787:
4785:
4776:. Archived from
4764:
4725:
4713:
4711:
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4683:
4662:Kaufman, Alan S.
4657:
4640:Kaufman, Alan S.
4635:
4618:Kaufman, Alan S.
4613:
4590:
4571:
4569:
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4027:
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3995:Kaufman, Alan S.
3989:
3966:
3943:
3922:
3921:on 7 April 2014.
3917:. Archived from
3905:
3886:
3867:
3865:
3863:
3854:. Archived from
3826:
3807:
3798:
3779:
3756:
3737:
3728:Terman, Lewis M.
3722:
3703:
3677:
3647:
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2437:
2436:
2434:
2432:
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2378:
2372:
2371:
2369:
2368:
2359:. Archived from
2340:
2331:
2330:
2324:
2316:
2314:
2313:
2307:
2301:. Archived from
2300:
2292:
2283:
2276:
2270:
2269:
2261:
2255:
2254:
2249:. Archived from
2242:
2236:
2235:
2229:
2221:
2204:
2193:
2186:
2177:
2176:
2171:
2169:
2132:
2126:
2125:
2100:
2094:
2093:
2073:
2067:
2066:
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2039:
2013:
2007:
2001:
1995:
1994:
1992:
1983:
1977:
1976:
1974:
1965:
1959:
1958:
1933:
1927:
1926:
1924:
1922:
1913:. Archived from
1894:
1888:
1886:
1884:
1882:
1876:
1865:
1857:
1851:
1850:
1832:
1826:
1825:
1810:
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1803:
1796:
1790:
1789:
1761:
1755:
1752:
1746:
1743:
1737:
1734:
1728:
1727:
1726:. 20 April 2020.
1720:
1714:
1711:
1705:
1695:
1689:
1688:
1671:Kaufman, Alan S.
1667:
1661:
1660:
1627:(7084): 676–79.
1612:
1606:
1605:
1603:
1601:
1578:
1569:
1568:
1553:Phi Delta Kappan
1548:
1542:
1535:
1517:
1511:
1510:
1476:
1470:
1469:
1447:
1441:
1440:
1406:
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1399:
1377:
1371:
1370:
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1274:
1268:
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1234:
1228:
1222:
1216:
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1204:
1198:
1192:
1129:Gifted education
1044:
1037:
1033:
1030:
1024:
1001:
993:
977:Underachievement
971:Self-deprecation
905:positive aspects
858:Social isolation
774:remedial classes
771:
767:
725:Psychology Today
548:beyond their age
218:
21:
6534:
6533:
6529:
6528:
6527:
6525:
6524:
6523:
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6490:
6478:
6466:
6456:
6454:
6446:
6444:
6439:
6417:
6354:
6313:
6279:Problem solving
6213:
6204:
6153:
6145:
6099:
6093:
6050:
6041:
6039:
6018:
5997:
5966:Wechsler, David
5946:Wechsler, David
5938:
5912:
5910:
5883:
5872:
5846:
5844:
5826:
5811:
5798:
5762:
5760:
5708:
5706:
5679:
5677:
5645:
5626:
5607:
5571:
5569:
5568:on 7 April 2014
5565:
5551:10.2307/1412107
5534:
5523:
5498:
5496:
5494:
5483:
5477:, eds. (2003).
5466:
5444:
5425:
5403:
5373:
5346:Popular Science
5333:
5295:
5274:
5255:
5236:
5213:
5190:
5156:
5137:
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5112:
5108:
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4952:
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4848:
4844:
4838:
4823:
4809:
4807:
4783:
4781:
4716:
4707:
4705:
4703:
4695:. Basic Books.
4680:
4654:
4632:
4610:
4587:
4565:
4563:
4561:
4481:
4457:
4438:
4399:
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3940:
3902:
3883:
3861:
3859:
3844:
3823:
3795:
3776:
3753:
3719:
3700:
3688:, eds. (1996).
3686:Lubinski, David
3674:
3644:
3621:
3605:
3600:
3599:
3588:
3584:
3577:
3563:
3559:
3528:
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3224:
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3076:
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3067:
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3052:
3048:
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3009:
2985:
2979:
2970:
2939:
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2859:
2852:
2813:
2806:
2767:
2763:
2732:
2728:
2723:
2719:
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2704:
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2687:
2683:
2675:
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2571:
2570:
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2531:
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2469:
2465:
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2444:
2440:
2430:
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2417:
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2379:
2375:
2366:
2364:
2357:
2341:
2334:
2318:
2317:
2311:
2309:
2305:
2298:
2296:"Archived copy"
2294:
2293:
2286:
2277:
2273:
2262:
2258:
2245:Steven Pinker.
2243:
2239:
2223:
2222:
2219:
2205:
2196:
2187:
2180:
2167:
2165:
2133:
2129:
2119:
2101:
2097:
2074:
2070:
2060:
2046:
2042:
2014:
2010:
2002:
1998:
1990:
1984:
1980:
1972:
1966:
1962:
1952:
1934:
1930:
1920:
1918:
1911:
1895:
1891:
1880:
1878:
1874:
1863:
1859:
1858:
1854:
1847:
1833:
1829:
1812:
1811:
1807:
1798:
1797:
1793:
1762:
1758:
1753:
1749:
1744:
1740:
1735:
1731:
1722:
1721:
1717:
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1597:
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1473:
1462:
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1425:
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1378:
1374:
1363:
1347:
1343:
1329:
1327:
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1282:
1278:
1264:
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1260:
1241:
1237:
1229:
1225:
1217:
1213:
1205:
1201:
1193:
1189:
1184:
1144:High-IQ society
1105:
1080:
1045:
1034:
1028:
1025:
1014:
1002:
991:
985:
979:
966:procrastination
898:
855:
850:
809:
803:
769:
765:
738:
706:idiot savants ─
691:
647:overachievement
643:
637:
567:Albert Einstein
555:
478:
476:Across cultures
212:
204:cerebral cortex
152:Joseph Renzulli
118:Raymond Cattell
110:
91:often presents
85:
80:
35:
28:
23:
22:
15:
12:
11:
5:
6532:
6522:
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6437:
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6418:
6416:
6415:
6378:
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6362:
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6342:
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6332:
6327:
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6315:
6314:
6312:
6311:
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6301:
6291:
6286:
6281:
6276:
6271:
6266:
6261:
6256:
6251:
6243:
6238:
6233:
6228:
6223:
6217:
6215:
6214:and constructs
6206:
6205:
6203:
6202:
6192:
6187:
6182:
6177:
6172:
6167:
6161:
6159:
6155:
6154:
6144:
6143:
6136:
6129:
6121:
6115:
6114:
6098:
6097:External links
6095:
6091:
6090:
6089:
6088:
6073:10.1086/454779
6022:
6016:
6001:
5995:
5982:
5962:
5942:
5936:
5928:Guilford Press
5919:
5876:
5870:
5853:
5824:
5802:
5796:
5783:
5769:
5747:
5727:
5715:
5686:
5657:
5643:
5630:
5624:
5611:
5605:
5592:
5578:
5545:(2): 201–292.
5527:
5521:
5505:
5492:
5470:
5464:
5448:
5442:
5429:
5423:
5407:
5401:
5391:, ed. (2000).
5385:
5371:
5356:
5355:
5354:
5352:on 2006-10-06.
5331:
5318:
5317:
5316:
5293:
5278:
5272:
5259:
5253:
5240:
5234:
5217:
5211:
5194:
5188:
5175:
5174:
5173:
5154:
5141:
5135:
5121:
5097:
5091:
5078:
5059:
5053:
5037:
5031:
5018:
4998:
4992:
4975:
4969:
4956:
4950:
4942:Guilford Press
4933:
4932:
4931:
4895:
4874:
4856:
4836:
4816:
4790:
4765:
4739:(5): 929–943.
4728:
4727:
4726:
4701:
4684:
4678:
4658:
4652:
4636:
4630:
4622:IQ Testing 101
4614:
4608:
4600:Guilford Press
4591:
4585:
4572:
4559:
4544:
4526:(4): 171–177.
4512:
4511:
4510:
4479:
4461:
4455:
4442:
4436:
4419:
4397:
4384:
4383:
4382:
4372:(1): 316–318.
4352:978-0804724074
4351:
4334:
4328:
4311:
4305:
4292:
4278:
4253:
4247:
4234:
4228:
4212:
4206:
4189:
4183:
4170:
4164:
4147:
4141:
4128:
4127:
4126:
4095:
4082:
4076:
4063:
4062:
4061:
4038:
4017:
4011:
3990:
3984:
3976:Guilford Press
3967:
3961:
3944:
3938:
3923:
3906:
3900:
3887:
3881:
3868:
3842:
3827:
3821:
3808:
3799:
3793:
3780:
3774:
3757:
3751:
3738:
3723:
3717:
3704:
3698:
3678:
3672:
3656:Urbina, Susana
3652:Anastasi, Anne
3648:
3642:
3628:Ambrose, Don;
3625:
3619:
3604:
3601:
3598:
3597:
3582:
3575:
3557:
3538:(2): 107–134.
3522:
3515:
3497:
3482:
3463:
3456:
3438:
3423:
3404:(4): 194–199.
3388:
3327:
3266:
3242:
3218:
3203:
3196:
3178:
3149:Plucker, J. A.
3140:
3121:(3): 154–160.
3105:
3070:
3061:
3046:
3021:Exceptionality
3007:
2968:
2933:
2892:
2873:(2): 137–156.
2850:
2823:(3): 333–363.
2804:
2761:
2726:
2717:
2702:
2690:
2681:
2663:
2644:(2): 127–158.
2619:
2598:(3): 351–371.
2578:
2564:
2545:(3): 217–225.
2525:
2513:
2506:
2488:
2481:
2463:
2456:
2438:
2408:
2389:(3): 161–166.
2373:
2356:978-0205340637
2355:
2332:
2284:
2271:
2256:
2253:on 2006-12-11.
2237:
2217:
2194:
2178:
2149:(6): 518–523.
2127:
2117:
2095:
2084:(3): 203–209.
2068:
2058:
2040:
2030:, p. 468
2026:, p. 283
2018:, p. 219
2008:
1996:
1978:
1960:
1950:
1928:
1909:
1889:
1852:
1845:
1827:
1805:
1791:
1756:
1747:
1738:
1729:
1715:
1706:
1690:
1683:
1675:IQ Testing 101
1662:
1607:
1593:
1570:
1543:
1530:
1512:
1493:
1485:Guilford Press
1471:
1460:
1442:
1423:
1415:Guilford Press
1401:
1390:
1372:
1361:
1341:
1309:
1298:
1276:
1258:
1235:
1223:
1211:
1199:
1186:
1185:
1183:
1180:
1179:
1178:
1176:Marland report
1173:
1166:
1161:
1156:
1151:
1146:
1141:
1136:
1131:
1126:
1121:
1116:
1111:
1104:
1101:
1079:
1076:
1047:
1046:
1005:
1003:
996:
983:Gifted at-risk
978:
975:
974:
973:
968:
959:
956:
946:
943:
897:
894:
854:
851:
849:
846:
805:Main article:
802:
799:
737:
734:
690:
687:
657:Frames of Mind
653:Howard Gardner
639:Main article:
636:
633:
554:
551:
550:
549:
542:
539:
533:
530:
527:
524:
521:
510:
509:
502:
499:
496:
477:
474:
465:Stanford-Binet
400:
399:
396:
393:
390:
386:
385:
382:
379:
376:
372:
371:
368:
365:
362:
358:
357:
354:
351:
348:
344:
343:
340:
337:
334:
330:
329:
326:
323:
320:
316:
315:
312:
309:
306:
302:
301:
298:
295:
292:
288:
287:
284:
281:
278:
274:
273:
270:
267:
264:
260:
259:
256:
253:
250:
246:
245:
242:
239:
236:
232:
231:
228:
225:
222:
211:
208:
194:
193:
190:
183:
122:J. P. Guilford
109:
106:
84:
81:
79:
78:Identification
76:
58:—that is, IQs
26:
9:
6:
4:
3:
2:
6531:
6520:
6517:
6515:
6512:
6511:
6509:
6499:
6489:
6487:
6482:
6477:
6475:
6470:
6465:
6463:
6453:
6452:
6449:
6436:
6432:
6424:
6423:
6420:
6414:
6410:
6406:
6402:
6398:
6394:
6390:
6386:
6382:
6379:
6377:
6376:Psychometrics
6374:
6372:
6369:
6367:
6364:
6363:
6361:
6357:
6351:
6348:
6346:
6343:
6341:
6338:
6336:
6333:
6331:
6328:
6326:
6323:
6322:
6320:
6316:
6310:
6307:
6305:
6304:Understanding
6302:
6299:
6295:
6292:
6290:
6287:
6285:
6282:
6280:
6277:
6275:
6272:
6270:
6267:
6265:
6262:
6260:
6257:
6255:
6252:
6250:
6248:
6244:
6242:
6239:
6237:
6234:
6232:
6231:Communication
6229:
6227:
6224:
6222:
6219:
6218:
6216:
6211:
6207:
6200:
6196:
6193:
6191:
6188:
6186:
6183:
6181:
6178:
6176:
6173:
6171:
6168:
6166:
6163:
6162:
6160:
6156:
6152:
6149:
6142:
6137:
6135:
6130:
6128:
6123:
6122:
6119:
6113:at Wiktionary
6112:
6111:
6105:
6101:
6100:
6094:
6084:
6079:
6074:
6069:
6065:
6061:
6057:
6055:
6049:
6048:
6037:
6033:
6032:
6027:
6023:
6019:
6013:
6009:
6008:
6002:
5998:
5992:
5988:
5983:
5979:
5975:
5971:
5967:
5963:
5959:
5955:
5951:
5947:
5943:
5939:
5933:
5929:
5925:
5920:
5909:
5905:
5901:
5897:
5893:
5889:
5882:
5877:
5873:
5867:
5863:
5859:
5854:
5843:
5839:
5835:
5831:
5827:
5821:
5817:
5810:
5809:
5803:
5799:
5793:
5789:
5784:
5780:
5779:
5774:
5770:
5758:
5757:
5752:
5748:
5744:
5740:
5736:
5732:
5728:
5724:
5720:
5716:
5705:
5701:
5697:
5696:
5691:
5687:
5676:
5672:
5668:
5667:
5662:
5658:
5654:
5650:
5646:
5640:
5636:
5631:
5627:
5621:
5617:
5612:
5608:
5602:
5598:
5593:
5589:
5588:
5583:
5579:
5564:
5560:
5556:
5552:
5548:
5544:
5540:
5533:
5528:
5524:
5522:9780521739115
5518:
5514:
5510:
5506:
5495:
5489:
5482:
5481:
5476:
5471:
5467:
5461:
5457:
5453:
5449:
5445:
5439:
5435:
5430:
5426:
5420:
5416:
5412:
5408:
5404:
5398:
5394:
5390:
5386:
5382:
5378:
5374:
5368:
5364:
5363:
5357:
5351:
5347:
5343:
5340:Brian Clegg.
5338:
5337:
5334:
5328:
5324:
5319:
5313:
5309:
5305:
5300:
5299:
5296:
5290:
5286:
5285:
5279:
5275:
5269:
5265:
5260:
5256:
5250:
5246:
5241:
5237:
5231:
5226:
5225:
5218:
5214:
5208:
5204:
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5195:
5191:
5185:
5181:
5176:
5170:
5166:
5161:
5160:
5157:
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5147:
5142:
5138:
5132:
5128:
5122:
5107:
5103:
5098:
5094:
5088:
5084:
5079:
5067:
5066:
5060:
5056:
5050:
5046:
5042:
5038:
5034:
5028:
5024:
5019:
5008:
5004:
4999:
4995:
4989:
4985:
4981:
4976:
4972:
4966:
4962:
4957:
4953:
4947:
4943:
4939:
4934:
4927:
4922:
4918:
4914:
4910:
4905:
4904:
4901:
4896:
4885:
4881:
4877:
4871:
4867:
4866:
4861:
4857:
4847:on 2016-03-15
4843:
4839:
4833:
4829:
4822:
4817:
4806:
4802:
4799:. Macmillan.
4798:
4797:
4791:
4779:
4775:
4771:
4766:
4762:
4758:
4754:
4750:
4746:
4742:
4738:
4734:
4729:
4723:
4719:
4715:
4714:
4704:
4698:
4693:
4692:
4685:
4681:
4675:
4671:
4667:
4663:
4659:
4655:
4649:
4645:
4641:
4637:
4633:
4627:
4623:
4619:
4615:
4611:
4605:
4601:
4597:
4592:
4588:
4582:
4578:
4573:
4562:
4556:
4552:
4551:
4545:
4541:
4537:
4533:
4529:
4525:
4521:
4517:
4513:
4507:
4503:
4499:
4494:
4493:
4490:
4486:
4482:
4476:
4472:
4471:
4466:
4462:
4458:
4452:
4448:
4443:
4439:
4433:
4429:
4425:
4420:
4416:
4412:
4408:
4404:
4400:
4394:
4390:
4385:
4379:
4375:
4371:
4367:
4363:
4358:
4357:
4354:
4348:
4344:
4340:
4335:
4331:
4325:
4321:
4317:
4312:
4308:
4302:
4298:
4293:
4289:
4285:
4281:
4275:
4271:
4267:
4263:
4259:
4254:
4250:
4244:
4240:
4235:
4231:
4225:
4221:
4217:
4216:Gleick, James
4213:
4209:
4203:
4199:
4195:
4190:
4186:
4180:
4176:
4171:
4167:
4161:
4157:
4153:
4148:
4144:
4138:
4134:
4129:
4115:
4111:
4107:
4102:
4101:
4098:
4092:
4088:
4083:
4079:
4073:
4069:
4064:
4058:
4054:
4050:
4045:
4044:
4041:
4035:
4031:
4028:. Cambridge:
4026:
4025:
4018:
4014:
4008:
4004:
4000:
3996:
3991:
3987:
3981:
3977:
3973:
3968:
3964:
3958:
3954:
3950:
3945:
3941:
3935:
3931:
3930:
3924:
3920:
3916:
3915:Dumont Willis
3912:
3907:
3903:
3897:
3893:
3888:
3884:
3878:
3874:
3869:
3857:
3853:
3849:
3845:
3839:
3835:
3834:
3828:
3824:
3818:
3814:
3809:
3805:
3800:
3796:
3790:
3786:
3781:
3777:
3771:
3767:
3763:
3758:
3754:
3748:
3744:
3739:
3735:
3734:
3729:
3724:
3720:
3714:
3710:
3705:
3701:
3695:
3691:
3687:
3683:
3679:
3675:
3669:
3665:
3664:Prentice Hall
3661:
3657:
3653:
3649:
3645:
3639:
3635:
3631:
3626:
3622:
3616:
3612:
3607:
3606:
3594:
3593:
3586:
3578:
3576:9780135056073
3572:
3568:
3561:
3553:
3549:
3545:
3541:
3537:
3533:
3526:
3518:
3516:9780135056073
3512:
3508:
3501:
3494:
3493:
3486:
3479:
3476:
3470:
3468:
3459:
3457:9780135056073
3453:
3449:
3442:
3435:
3434:
3427:
3419:
3415:
3411:
3407:
3403:
3399:
3392:
3384:
3380:
3375:
3370:
3365:
3360:
3356:
3352:
3349:(2): e17044.
3348:
3344:
3343:
3338:
3331:
3323:
3319:
3314:
3309:
3304:
3299:
3295:
3291:
3288:(4): e18224.
3287:
3283:
3282:
3277:
3270:
3256:
3252:
3246:
3232:
3231:www.mensa.org
3228:
3222:
3214:
3207:
3199:
3193:
3189:
3182:
3174:
3170:
3166:
3162:
3158:
3154:
3150:
3144:
3136:
3132:
3128:
3124:
3120:
3116:
3109:
3101:
3097:
3093:
3089:
3085:
3081:
3074:
3065:
3059:
3056:
3050:
3042:
3038:
3034:
3030:
3027:(2): 93–111.
3026:
3022:
3018:
3011:
3003:
2999:
2995:
2991:
2984:
2977:
2975:
2973:
2964:
2960:
2956:
2952:
2948:
2944:
2937:
2929:
2925:
2920:
2915:
2911:
2907:
2903:
2896:
2888:
2884:
2880:
2876:
2872:
2868:
2864:
2857:
2855:
2846:
2842:
2838:
2834:
2830:
2826:
2822:
2818:
2811:
2809:
2799:
2794:
2789:
2784:
2780:
2776:
2772:
2765:
2757:
2753:
2749:
2745:
2741:
2737:
2730:
2721:
2713:
2706:
2700:
2694:
2685:
2674:
2667:
2659:
2655:
2651:
2647:
2643:
2639:
2638:
2630:
2623:
2615:
2611:
2606:
2601:
2597:
2593:
2589:
2582:
2574:
2568:
2560:
2556:
2552:
2548:
2544:
2540:
2536:
2529:
2520:
2518:
2509:
2507:9781785927225
2503:
2499:
2492:
2484:
2478:
2474:
2467:
2459:
2453:
2449:
2442:
2426:
2422:
2415:
2413:
2404:
2400:
2396:
2392:
2388:
2384:
2377:
2363:on 2016-06-08
2362:
2358:
2352:
2348:
2347:
2339:
2337:
2328:
2322:
2308:on 2016-04-18
2304:
2297:
2291:
2289:
2281:
2275:
2267:
2260:
2252:
2248:
2241:
2233:
2227:
2220:
2214:
2210:
2203:
2201:
2199:
2191:
2185:
2183:
2175:
2164:
2160:
2156:
2152:
2148:
2144:
2143:
2138:
2131:
2124:
2120:
2114:
2110:
2106:
2099:
2091:
2087:
2083:
2079:
2072:
2065:
2061:
2055:
2051:
2044:
2037:
2033:
2029:
2025:
2022:, p. 66
2021:
2020:Campbell 2006
2017:
2012:
2005:
2000:
1989:
1982:
1971:
1964:
1957:
1953:
1947:
1943:
1939:
1932:
1916:
1912:
1906:
1902:
1901:
1893:
1877:on 2011-09-04
1873:
1869:
1862:
1856:
1848:
1842:
1838:
1831:
1824:
1823:intelligence.
1819:
1815:
1809:
1801:
1795:
1787:
1783:
1779:
1775:
1771:
1767:
1760:
1751:
1742:
1733:
1725:
1719:
1710:
1704:
1703:0-05-002170-2
1700:
1694:
1686:
1680:
1676:
1672:
1666:
1658:
1654:
1650:
1646:
1642:
1638:
1634:
1630:
1626:
1622:
1618:
1611:
1596:
1590:
1586:
1585:
1577:
1575:
1566:
1562:
1558:
1554:
1547:
1540:
1533:
1527:
1523:
1516:
1509:
1504:
1500:
1496:
1490:
1486:
1482:
1475:
1468:
1463:
1457:
1453:
1446:
1439:
1434:
1430:
1426:
1420:
1416:
1412:
1405:
1398:
1393:
1387:
1383:
1376:
1369:
1364:
1358:
1354:
1353:
1345:
1338:
1326:
1322:
1321:
1313:
1306:
1301:
1299:9780521739115
1295:
1291:
1287:
1280:
1273:
1261:
1255:
1251:
1250:
1245:
1239:
1233:
1227:
1221:
1215:
1209:
1203:
1197:
1191:
1187:
1177:
1174:
1172:
1171:
1167:
1165:
1162:
1160:
1157:
1155:
1152:
1150:
1147:
1145:
1142:
1140:
1137:
1135:
1132:
1130:
1127:
1125:
1122:
1120:
1117:
1115:
1114:Child prodigy
1112:
1110:
1107:
1106:
1100:
1096:
1091:
1089:
1085:
1075:
1071:
1068:
1062:
1060:
1055:
1043:
1040:
1032:
1022:
1018:
1012:
1011:
1006:This section
1004:
1000:
995:
994:
990:
989:Underachiever
984:
972:
969:
967:
963:
960:
957:
954:
950:
947:
944:
942:
939:
938:
937:
934:
931:
927:
925:
920:
915:
912:
908:
906:
902:
901:Perfectionism
896:Perfectionism
893:
891:
890:mentalization
886:
884:
880:
876:
871:
867:
862:
859:
845:
842:
841:child prodigy
837:
833:
829:
827:
823:
819:
814:
808:
798:
794:
792:
791:self-efficacy
787:
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571:Steven Pinker
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6411: /
6407: /
6403: /
6401:neuroscience
6399: /
6395: /
6391: /
6387: /
6383: /
6246:
6199:visuospatial
6175:Intellectual
6174:
6109:
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6059:
6053:
6040:. Retrieved
6036:the original
6030:
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5986:
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5894:(1): 28–48.
5891:
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5350:the original
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5169:The Guardian
5168:
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5109:(PowerPoint)
5106:the original
5082:
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4520:Intelligence
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4120:December 14,
4118:. Retrieved
4110:The Guardian
4109:
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3159:(1): 75–76.
3156:
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2996:(3): 44–53.
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2946:
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2798:10419/114079
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2240:
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2108:
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2081:
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2063:
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2043:
2038:, p. 12
2034:, p. 7
2011:
1999:
1981:
1963:
1955:
1941:
1931:
1919:. Retrieved
1915:the original
1899:
1892:
1879:. Retrieved
1872:the original
1867:
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1794:
1772:(1): 52–70.
1769:
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1598:. Retrieved
1583:
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1546:
1539:Ellen Winner
1521:
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1015:Please help
1010:verification
1007:
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683:
675:intelligence
668:
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656:
655:proposed in
651:
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612:
611:(G) itself,
608:
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142:self-concept
133:
130:
114:Lewis Terman
111:
102:
86:
64:
37:
36:
6405:personality
6340:PASS theory
6298:abstraction
6042:14 November
4566:29 November
2781:: 209–224.
2742:: 727–743.
2431:14 November
1881:29 November
1600:29 November
595:Jean Piaget
108:Definitions
71:mathematics
6514:Giftedness
6508:Categories
6462:Psychology
6236:Creativity
6180:Linguistic
6165:Collective
4919:(2): 169.
4915:(Review).
4884:2010941708
4851:2014-11-29
4733:Assessment
4504:(Review).
4502:Psycoloquy
4142:0803211600
3260:2021-05-08
3236:2021-05-08
3197:1882664779
2912:(1): 5–6.
2367:2014-12-01
2312:2011-01-21
2059:0803211600
2028:Foote 2007
1272:succeeded.
1182:References
1084:depression
1078:Depression
981:See also:
941:Depression
824:, such as
187:leadership
146:creativity
138:Motivation
56:population
6486:Education
6397:longevity
6385:fertility
6284:Reasoning
6264:Knowledge
6254:Intellect
6221:Cognition
6212:, traits,
6210:Abilities
6170:Emotional
4724:(Review).
4708:1 October
4540:0160-2896
4489:1063-2158
3852:762963086
3552:151040091
3418:145769977
3135:144179860
3100:150039612
3086:: 21–26.
3041:143676305
2963:149087075
2928:148809016
2887:145115827
2756:144010803
2658:145198023
2614:236779619
2559:144525477
2163:146862140
2036:Hunt 2011
1786:146556870
1134:Greatness
1090:mention,
1054:reasoning
1029:July 2018
853:Isolation
811:The term
718:or other
702:savantism
689:Savantism
665:empirical
563:emotional
559:cognitive
432:dyspraxia
60:above 130
6269:Learning
6185:Multiple
6028:(1919).
5978:39014016
5968:(1939).
5958:39014016
5948:(1939).
5908:22241548
5842:ED359743
5834:29205332
5743:25008797
5704:25008797
5692:(1925).
5663:(1916).
5653:82004710
5584:(1927).
5413:(2004).
5312:Archived
5043:(1998).
4862:(2011).
4810:23 April
4761:35100607
4753:28948838
4620:(2009).
4467:(1998).
4415:11972824
4407:85007559
4288:29594474
4218:(2011).
4114:Archived
4059:(3): 30.
3997:(2009).
3764:(2004).
3730:(1930).
3658:(1997).
3383:21359224
3342:PLoS ONE
3322:21483742
3281:PLoS ONE
3173:11242991
3002:EJ814509
2845:23934639
2403:11953232
2321:cite web
2226:citation
1673:(2009).
1649:16572172
1565:EJ190430
1508:process.
1503:ED530599
1433:ED530599
1246:(2011).
1109:Aptitude
1103:See also
1088:Renzulli
955:feelings
883:Intertel
679:aptitude
593:such as
576:disorder
537:morality
460:adult IQ
455:ceilings
451:Wechsler
428:dyslexia
411:atypical
227:WISC-III
83:Overview
6498:Schools
6474:Society
6448:Portals
6435:thought
6296: (
6294:Thought
6197: (
6195:Spatial
5913:15 July
5680:26 June
5559:1412107
5381:3080746
5115:11 July
5072:14 July
4926:1009574
4889:15 June
4805:1437258
4378:2782225
4270:260–266
4264:(ed.).
3862:20 July
3374:3040203
3351:Bibcode
3313:3070719
3290:Bibcode
2837:1892131
1657:3079565
1629:Bibcode
1330:14 July
1265:15 June
1059:anxiety
962:Shyness
866:Plucker
770:
766:
694:Savants
482:Western
249:Brianna
230:WJ-III
224:KABC-II
140:, high
6393:health
6389:height
6274:Memory
6249:factor
6190:Social
6151:topics
6110:gifted
6083:994141
6080:
6014:
5993:
5976:
5956:
5934:
5906:
5868:
5847:6 June
5840:
5832:
5822:
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5763:2 June
5741:
5709:2 June
5702:
5675:186102
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5572:31 May
5557:
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2168:8 July
2161:
2115:
2056:
1948:
1921:9 June
1907:
1843:
1784:
1701:
1681:
1655:
1647:
1621:Nature
1591:
1563:
1528:
1501:
1491:
1458:
1431:
1421:
1388:
1359:
1296:
1256:
1124:Genius
870:stigma
716:autism
698:savant
670:ad hoc
629:talent
623:(IC),
619:(EC),
613:chance
587:stages
580:genius
347:Imelda
333:Hector
319:Georgi
277:Danica
144:, and
124:, and
112:Since
67:talent
40:is an
18:Gifted
6289:Skill
6158:Types
6078:JSTOR
5884:(PDF)
5812:(PDF)
5566:(PDF)
5555:JSTOR
5535:(PDF)
5484:(PDF)
5377:JSTOR
4984:Wiley
4845:(PDF)
4824:(PDF)
4757:S2CID
4670:Wiley
4508:(59).
4374:JSTOR
4260:. In
4003:Wiley
3548:S2CID
3414:S2CID
3131:S2CID
3096:S2CID
3037:S2CID
2986:(PDF)
2959:S2CID
2924:S2CID
2883:S2CID
2841:S2CID
2752:S2CID
2676:(PDF)
2654:S2CID
2632:(PDF)
2610:S2CID
2555:S2CID
2306:(PDF)
2299:(PDF)
2159:S2CID
1991:(PDF)
1973:(PDF)
1875:(PDF)
1864:(PDF)
1782:S2CID
1653:S2CID
953:guilt
949:Shame
879:Mensa
615:(C),
546:humor
486:Japan
375:Keoku
305:Fritz
291:Elpha
263:Colin
235:Asher
221:Pupil
6409:race
6044:2013
6012:ISBN
5991:ISBN
5974:LCCN
5954:LCCN
5932:ISBN
5915:2013
5904:PMID
5866:ISBN
5849:2014
5838:ERIC
5830:OCLC
5820:ISBN
5792:ISBN
5765:2013
5739:LCCN
5711:2013
5700:LCCN
5682:2010
5671:OCLC
5649:LCCN
5639:ISBN
5620:ISBN
5601:ISBN
5574:2013
5517:ISBN
5501:2014
5488:ISBN
5460:ISBN
5438:ISBN
5419:ISBN
5397:ISBN
5367:ISBN
5327:ISBN
5289:ISBN
5268:ISBN
5249:ISBN
5230:ISBN
5207:ISBN
5184:ISBN
5150:ISBN
5131:ISBN
5117:2013
5087:ISBN
5074:2013
5049:ISBN
5027:ISBN
5014:2013
4988:ISBN
4965:ISBN
4946:ISBN
4891:2014
4880:LCCN
4870:ISBN
4832:ISBN
4812:2014
4801:OCLC
4786:2013
4749:PMID
4710:2013
4697:ISBN
4674:ISBN
4648:ISBN
4626:ISBN
4604:ISBN
4581:ISBN
4568:2014
4555:ISBN
4536:ISSN
4485:ISSN
4475:ISBN
4451:ISBN
4432:ISBN
4411:OCLC
4403:LCCN
4393:ISBN
4347:ISBN
4324:ISBN
4301:ISBN
4284:OCLC
4274:ISBN
4243:ISBN
4224:ISBN
4202:ISBN
4179:ISBN
4160:ISBN
4137:ISBN
4122:2016
4091:ISBN
4072:ISBN
4034:ISBN
4007:ISBN
3980:ISBN
3957:ISBN
3934:ISBN
3896:ISBN
3877:ISBN
3864:2013
3848:OCLC
3838:ISBN
3817:ISBN
3789:ISBN
3770:ISBN
3747:ISBN
3713:ISBN
3694:ISBN
3668:ISBN
3638:ISBN
3615:ISBN
3571:ISBN
3511:ISBN
3452:ISBN
3379:PMID
3318:PMID
3192:ISBN
3169:PMID
2998:ERIC
2833:PMID
2502:ISBN
2477:ISBN
2452:ISBN
2433:2012
2399:PMID
2351:ISBN
2327:link
2232:link
2213:ISBN
2170:2010
2113:ISBN
2054:ISBN
1946:ISBN
1923:2014
1905:ISBN
1883:2014
1841:ISBN
1699:ISBN
1679:ISBN
1645:PMID
1602:2014
1589:ISBN
1561:ERIC
1526:ISBN
1499:ERIC
1489:ISBN
1456:ISBN
1429:ERIC
1419:ISBN
1386:ISBN
1357:ISBN
1332:2013
1294:ISBN
1267:2014
1254:ISBN
964:and
951:and
881:and
755:NNAT
700:and
609:gift
561:and
407:1.96
398:102
361:Jose
342:103
314:105
286:118
272:101
258:105
244:111
189:; or
69:for
6413:sex
6068:doi
5896:doi
5547:doi
4921:PMC
4741:doi
4528:doi
4370:102
4364:".
3540:doi
3406:doi
3369:PMC
3359:doi
3308:PMC
3298:doi
3161:doi
3123:doi
3088:doi
3084:140
3029:doi
2951:doi
2914:doi
2875:doi
2825:doi
2793:hdl
2783:doi
2744:doi
2646:doi
2600:doi
2547:doi
2391:doi
2151:doi
2086:doi
1774:doi
1637:doi
1625:400
1325:196
1019:by
681:".
430:or
395:124
392:116
389:Leo
384:75
370:86
364:101
356:97
350:104
339:113
336:112
328:90
325:100
311:105
308:106
300:93
297:105
283:127
280:116
266:100
255:110
252:125
157:In
52:IQs
6510::
6076:.
6064:20
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