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https://www.readbyqxmd.com/read/29118725/cognitive-and-neural-correlates-of-mathematical-giftedness-in-adults-and-children-a-review
#1
REVIEW
Timothy Myers, Emma Carey, Dénes Szűcs
Most mathematical cognition research has focused on understanding normal adult function and child development as well as mildly and moderately impaired mathematical skill, often labeled developmental dyscalculia and/or mathematical learning disability. In contrast, much less research is available on cognitive and neural correlates of gifted/excellent mathematical knowledge in adults and children. In order to facilitate further inquiry into this area, here we review 40 available studies, which examine the cognitive and neural basis of gifted mathematics...
2017: Frontiers in Psychology
https://www.readbyqxmd.com/read/29018372/neurodiversity-giftedness-and-aesthetic-perceptual-judgment-of-music-in-children-with-autism
#2
Nobuo Masataka
The author investigated the capability of aesthetic perceptual judgment of music in male children diagnosed with autism spectrum disorder (ASD) when compared to age-matched typically developing (TD) male children. Nineteen boys between 4 and 7 years of age with ASD were compared to 28 TD boys while listening to musical stimuli of different aesthetic levels. The results from two musical experiments using the above participants, are described here. In the first study, responses to a Mozart minuet and a dissonant altered version of the same Mozart minuet were compared...
2017: Frontiers in Psychology
https://www.readbyqxmd.com/read/28948838/cognitive-profile-of-intellectually-gifted-adults-analyzing-the-wechsler-adult-intelligence-scale
#3
Margherita Lang, Michael Matta, Laura Parolin, Cristina Morrone, Lina Pezzuti
The Wechsler Adult Intelligence Scale (WAIS) has been used extensively to study intellectual abilities of special groups. Here, we report the results of an intellectually gifted group on the WAIS-IV. Gifted individuals are people who obtained scores equal to or greater than 2 standard deviations above the mean on an intelligence test. Hence, the current study aims first, to examine mean group performance data of gifted individuals on the WAIS-IV; second, to revalidate the pattern of performance identified in this special group in previous studies (i...
September 1, 2017: Assessment
https://www.readbyqxmd.com/read/28900176/network-attributes-underlying-intellectual-giftedness-in-the-developing-brain
#4
Jiyoung Ma, Hee Jin Kang, Jung Yoon Kim, Hyeonseok S Jeong, Jooyeon Jamie Im, Eun Namgung, Myeong Ju Kim, Suji Lee, Tammy D Kim, Jin Kyoung Oh, Yong-An Chung, In Kyoon Lyoo, Soo Mee Lim, Sujung Yoon
Brain network is organized to maximize the efficiency of both segregated and integrated information processing that may be related to human intelligence. However, there have been surprisingly few studies that focus on the topological characteristics of brain network underlying extremely high intelligence that is intellectual giftedness, particularly in adolescents. Here, we examined the network topology in 25 adolescents with superior intelligence (SI-Adol), 25 adolescents with average intelligence (AI-Adol), and 27 young adults with AI (AI-Adult)...
September 12, 2017: Scientific Reports
https://www.readbyqxmd.com/read/28603383/foreign-language-reading-and-spelling-in-gifted-students-with-dyslexia-in-secondary-education
#5
Sietske van Viersen, Elise H de Bree, Lilian Kalee, Evelyn H Kroesbergen, Peter F de Jong
A few studies suggest that gifted children with dyslexia have better literacy skills than averagely intelligent children with dyslexia. This finding aligns with the hypothesis that giftedness-related factors provide compensation for poor reading. The present study investigated whether, as in the native language (NL), the level of foreign language (FL) literacy of gifted students with dyslexia is higher than the literacy level of averagely intelligent students with dyslexia and whether this difference can be accounted for by the difference in their NL literacy level...
2017: Reading and Writing
https://www.readbyqxmd.com/read/28329176/does-rare-vocabulary-use-distinguish-giftedness-from-typical-development-a-study-of-school-age-african-american-narrators
#6
Monique T Mills, Jamie Mahurin-Smith, Sara C Steele
Purpose: The purpose of this study was to examine rare vocabulary produced in the spoken narratives of school-age African American children. Method: Forty-three children from general and gifted classrooms produced 2 narratives: a personal story and a fictional story that was based on the wordless book Frog, Where Are You? (Mayer, 1969). The Wordlist for Expressive Rare Vocabulary Evaluation (Mahurin-Smith, DeThorne, & Petrill, 2015) was used to tally number and type of uncommon words produced in these narratives...
May 17, 2017: American Journal of Speech-language Pathology
https://www.readbyqxmd.com/read/28128987/preliminary-report-on-neuroanatomical-differences-among-reading-disabled-nonverbally-gifted-and-gifted-reading-disabled-college-students
#7
Jeffrey W Gilger, Mollie Bayda, Olumide A Olulade, Meaghan N Altman, Michael O'Boyle
Regional comparisons (cortical surface area and thickness) were performed on a well described sample of adults with reading disability alone (RD), nonverbal giftedness alone (G), and reading disability and nonverbal giftedness combined (GRD). These anatomical results are considered in relation to behavioral and functional work previously reported on this sample. GRD-RD regional differences were found in both hemispheres and were more common than GRD-G differences. Regional differences were found in the temporal, parietal, occipital and frontal lobes...
January 2017: Developmental Neuropsychology
https://www.readbyqxmd.com/read/28126108/the-racialized-construction-of-exceptionality-experimental-evidence-of-race-ethnicity-effects-on-teachers-interventions
#8
Rachel Elizabeth Fish
Scholars, policy-makers, and practitioners have long argued that students of color are over-represented in special education and under-represented in gifted education, arguing that educators make racially/ethnically biased decisions to refer and qualify students with disabilities and giftedness. Recent research has called this into question, focusing on the role of confounders of race/ethnicity. However, the role of educator decisions in the disproportionality is still unclear. In this study, I examine the role of student race/ethnicity in teachers' categorization of student needs as "exceptional" and in need of special or gifted education services...
February 2017: Social Science Research
https://www.readbyqxmd.com/read/27812341/from-high-intellectual-potential-to-asperger-syndrome-evidence-for-differences-and-a-fundamental-overlap-a-systematic-review
#9
REVIEW
Aurélie Boschi, Pascale Planche, Cherhazad Hemimou, Caroline Demily, Laurence Vaivre-Douret
Background: An increasing number of clinicians point to similar clinical features between some children with High Intellectual Potential (HIP or "Giftedness" = Total IQ > 2 SD), and children with Autism Spectrum Disorder (ASD) without intellectual or language delay, formerly diagnosed with Asperger Syndrome. Some of these common features are social interaction impairments, special interests, and in some cases high-verbal abilities. The aim of this article is to determine whether these similarities exist at more fundamental levels, other than clinical, and to explore the literature in order to provide empirical support for an overlap between ASD and HIP...
2016: Frontiers in Psychology
https://www.readbyqxmd.com/read/27504916/cultivating-the-social-emotional-imagination-in-gifted-education-insights-from-educational-neuroscience
#10
REVIEW
Rebecca Gotlieb, Elizabeth Hyde, Mary Helen Immordino-Yang, Scott Barry Kaufman
Evidence from education, psychology, and neuroscience suggests that investing in the development of the social-emotional imagination is essential to cultivating giftedness in adolescents. Nurturing these capacities may be especially effective for promoting giftedness in students who are likely to lose interest and ambition over time. Giftedness is frequently equated with high general intelligence as measured by IQ tests, but this narrow conceptualization does not adequately capture students' abilities to utilize their talents strategically to fully realize their future possible selves...
August 2016: Annals of the New York Academy of Sciences
https://www.readbyqxmd.com/read/27442498/a-contextual-perspective-on-talented-female-participants-and-their-development-in-extracurricular-stem-programs
#11
Heidrun Stoeger, Sigrun Schirner, Lena Laemmle, Stefanie Obergriesser, Michael Heilemann, Albert Ziegler
We advocate a more contextual perspective in giftedness research. In our view, doing so opens up three particularly interesting research areas, which we refer to as the participation issue, the effectiveness issue, and the interaction issue. To illustrate their utility, we examined characteristics of females participating in German high achiever-track secondary education who had applied for participation in a 1-year extracurricular e-mentoring program in science, technology, engineering, and mathematics (STEM) (n = 1237)...
August 2016: Annals of the New York Academy of Sciences
https://www.readbyqxmd.com/read/27434531/creativity-in-gifted-identification-increasing-accuracy-and-diversity
#12
REVIEW
Sarah R Luria, Rebecca L O'Brien, James C Kaufman
Many federal definitions and popular theories of giftedness specify creativity as a core component. Nevertheless, states rely primarily on measures of intelligence for giftedness identification. As minority and culturally diverse students continue to be underrepresented in gifted programs, it is reasonable to ask if increasing the prominence of creativity in gifted identification may help increase balance and equity. In this paper, we explore both layperson and psychometric conceptions of bias and suggest that adding creativity measures to the identification process alleviates both perceptions and the presence of bias...
August 2016: Annals of the New York Academy of Sciences
https://www.readbyqxmd.com/read/27187021/reverse-engineering-genius-historiometric-studies-of-superlative-talent
#13
REVIEW
Dean Keith Simonton
Although genius has been defined in the dictionary as requiring an IQ above 140, this definition depends on an arbitrary methodological decision made by Lewis Terman for his longitudinal study of more than 1500 intellectually gifted children, a study that occupies four of the five volumes of Genetic Studies of Genius. Yet, only the second volume, by Catharine Cox, studied bona fide geniuses, by applying historiometric methods to 301 highly eminent creators and leaders. After defining historiometric research, I examine the difference between historical genius and intellectual giftedness with respect to heterogeneous intellects, personality differences, and early development and show that the actual relation between IQ and genius is small and heavily contingent on domain-specific assessment, the operation of traits like persistence and openness to experience, and the impact of diversifying experiences, including both developmental adversity and subclinical psychopathology...
August 2016: Annals of the New York Academy of Sciences
https://www.readbyqxmd.com/read/27102919/testosterone-metabolism-a-possible-biological-underpinning-of-non-verbal-iq-in-intellectually-gifted-girls
#14
Jaroslava Durdiaková, Peter Celec, Jolana Laznibatová, Gabriel Minárik, Daniela Ostatníková
The extraordinary giftedness is apparently a unique manifestation of a mutual interconnection between genes and environment. One of the possible etiological factors of intellectual giftedness is testosterone which is believed to affect the brain organization and function. The aim of our study was to analyze associations between 2D:4D digit ratio (a proxy of prenatal testosterone) and/or salivary testosterone levels with non-verbal IQ in intellectually gifted girls. Fifty-one girls with an age range of 10 to18 years and IQ scores higher than 130 were tested...
2016: Acta Neurobiologiae Experimentalis
https://www.readbyqxmd.com/read/27049546/neurocognitive-mechanisms-of-mathematical-giftedness-a-literature-review
#15
REVIEW
Li Zhang, John Q Gan, Haixian Wang
Mathematically gifted children/adolescents have demonstrated exceptional abilities and traits in logical reasoning, mental imagery, and creative thinking. In the field of cognitive neuroscience, the past studies on mathematically gifted brains have concentrated on investigating event-related brain activation regions, cerebral laterality of cognitive functions, functional specialization that is uniquely dedicated for specific cognitive purposes, and functional interactions among discrete brain regions. From structural and functional perspectives, these studies have witnessed both "general" and "unique" neural characteristics of mathematically gifted brains...
January 2017: Applied Neuropsychology. Child
https://www.readbyqxmd.com/read/27047409/the-mad-genius-stereotype-still-alive-and-well
#16
Tanja G Baudson
Scientists and laypeople agree on high ability as a defining feature of giftedness. Yet their views on gifted people's socioemotional characteristics diverge. Most studies find the gifted to be similar or slightly superior to average-ability persons in these domains ("harmony hypothesis"). However, subjective conceptions and media representations, most of which have focused on gifted children and youth, stress the socioemotional downsides of giftedness ("disharmony hypothesis"), affecting highly able individuals and those around them, thus hampering individual development...
2016: Frontiers in Psychology
https://www.readbyqxmd.com/read/26922961/-executive-functions-and-high-intellectual-capacity
#17
S Sastre-Riba, L Viana-Saenz
INTRODUCTION: High intellectual capacity is a process in development in which the executive functions (inhibition, working memory and flexibility) play a role in the optimal manifestation of their potential. AIM: To explore the effectiveness of executive functioning among the profiles of high capacity giftedness and (convergent or divergent) talent. SUBJECTS AND METHODS: The study examines 78 children with high intellectual capacity aged 8-15 years with profiles of giftedness (n = 21), convergent talent (n = 39) or divergent talent (n = 18)...
2016: Revista de Neurologia
https://www.readbyqxmd.com/read/26692428/attention-deficit-hyperactivity-disorder-and-intellectual-giftedness-a-study-of-symptom-frequency-and-minor-physical-anomalies
#18
Daniel Minahim, Luis A Rohde
OBJECTIVE: To evaluate the presence of symptoms of attention deficit and hyperactivity disorder (ADHD) in intellectually gifted adults and children. METHODS: Two cross-sectional studies were performed in children and adults whose intelligence quotient (IQ) had been previously evaluated using Raven's Progressive Matrices (RPM) test. Seventy-seven adults displaying IQ scores above the 98th percentile were assessed using the Adult Self-Report Scale (ASRS-18) for signs of ADHD and a modified Waldrop scale for minor physical anomalies (MPAs)...
October 2015: Revista Brasileira de Psiquiatria
https://www.readbyqxmd.com/read/26539152/are-gifted-adolescents-more-satisfied-with-their-lives-than-their-non-gifted-peers
#19
Sebastian Bergold, Linda Wirthwein, Detlef H Rost, Ricarda Steinmayr
Studies investigating the life satisfaction of intellectually gifted and non-gifted students are scarce and often suffer from methodological shortcomings. We examined the life satisfaction of gifted and non-gifted adolescents using a rather unselected sample of N = 655 German high-school students (n = 75 gifted), adequate comparison groups of non-gifted students, and a clear definition of giftedness (general intelligence g > 2 SD above the mean). There was no difference in life satisfaction between gifted and non-gifted adolescents (d < |0...
2015: Frontiers in Psychology
https://www.readbyqxmd.com/read/26418313/clinical-and-cognitive-characteristics-associated-with-mathematics-problem-solving-in-adolescents-with-autism-spectrum-disorder
#20
Tasha M Oswald, Jonathan S Beck, Ana-Maria Iosif, James B McCauley, Leslie J Gilhooly, John C Matter, Marjorie Solomon
Mathematics achievement in autism spectrum disorder (ASD) has been understudied. However, the ability to solve applied math problems is associated with academic achievement, everyday problem-solving abilities, and vocational outcomes. The paucity of research on math achievement in ASD may be partly explained by the widely-held belief that most individuals with ASD are mathematically gifted, despite emerging evidence to the contrary. The purpose of the study was twofold: to assess the relative proportions of youth with ASD who demonstrate giftedness versus disability on applied math problems, and to examine which cognitive (i...
April 2016: Autism Research: Official Journal of the International Society for Autism Research
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