Conceptions of Giftedness by Robert J. Sternberg PhD, Janet E. Davidson

By Robert J. Sternberg PhD, Janet E. Davidson

What does it particularly suggest to be talented and the way can colleges or different associations determine, train, and evaluation the functionality of talented young ones? the second one version of Conceptions of Giftedness describes the foremost conceptions of what it skill to be talented, and the way those conceptions observe to id, guide, and review of the talented. it is going to offer experts with a serious overview of assorted theories of giftedness, supply functional recommendation to lecturers and directors on the best way to placed theories of talented schooling into perform, and to permit the most important researchers within the box to check and distinction the strengths in their theoretical versions.

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In J. C. Stanley, D. P. Keating, & L. H. ), Mathematical talent: Discovery, description, and development (pp. 101–125). Baltimore: Johns Hopkins University Press. Friedenberg, E. Z. (1966). The dignity of youth and other atavisms (pp. 119–135). Boston: Beacon. George, W. , Cohn, S. , & Stanley, J. C. ) (1979). Educating the gifted: Acceleration and enrichment. Baltimore: Johns Hopkins University Press. George, W. , & Denham, S. A. (1976). Curriculum experimentation for the mathematically gifted.

On the growth of intelligence. American Psychologist, 10, 805–818. Bayley, N. (1970). Development of mental abilities. In P. H. , Vol. 1, pp. 1163–2109). New York: Wiley. Bell, E. T. (1937). Men of mathematics. New York: Simon & Schuster. Benbow, C. P. (1992). Academic achievement in mathematics and science of students between ages 13 and 23: Are there differences among students in the top one percent of mathematical ability? Journal of Educational Psychology, 84, 51–61. Benbow, C. , Shea, D. , & Eftekhari-Sanjani, H.

617). xml CB841-Sternberg 0 521 83841 X April 15, 2005 Youths Who Reason Exceptionally Well Mathematically and/or Verbally 21 There was always a strong rationale behind the choices and decisions that were made by SMPY (Stanley, 1977). Three principles from developmental psychology, in particular, have contributed to the programmatic recommendations that were adopted. These principles are that learning is sequential and developmental (Hilgard & Bower, 1974), that children learn at different rates (Bayley, 1955, 1970; George, Cohn, & Stanley, 1979; Keating, 1976; Keating & Stanley, 1972; Robinson & Robinson, 1982), and that effective teaching involves a “match” between the child’s readiness to learn and the level of content presented (Hunt, 1961; Robinson & Robinson, 1982).

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