Showing posts with the label giftedness

Intuition and Scientific Advancement Among the Gifted Population

Giftedness is a trait that comes with high intensity, motivation, love of learning and emotional sensitivities that make a person highly functional in the environment. Many countries have gifted enrichment programs to ensure that such individuals can fully contribute to the development of society. The U.S. has not fully developed their programs. Understanding the power of giftedness and their intuition that leads to career success is important in fostering their abilities for the benefit of everyone.  Science has moved beyond the definition of giftedness and is working on better ways to select and categories giftedness for better development (Porath, 2013). Intuition is one of those gifted traits that lead to higher mastery of the environment and scientific innovation through perceiving differences within the environment. That perception matched with the rigor of scientific logic encourages new discoveries. Intuition can be extremely powerful and can culminate in all typ

Research has yet to define the Spark of Life in the Gifted

Gifted students may have the intelligence but they also need the spark of life to make them genius masters. Joan Freeman discusses her experiences and research on the subject in her publication A Quality of Giftedness . She delves into the hard science but also discusses that science misses something very important because each gifted person finds their own path to make waves in the world; this is not easily calculated. That quality does not change as people get older even if they must focus on making money and supporting families.  Her recognition of gifted youth is often based on their novelty to answering questions and problems. Teachers are annoyed and attempt to cram these children into a pre-defined rule set that is often more beneficial for the teacher than the student. Sit down, be quiet, do this work, read this, don’t ask annoying questions may be some of the feedback they receive throughout their educational careers. It is one of the reasons why such gifted students

Self-Perceptions of Gifted Students

Academic potential, creativity and specific areas of strength generally characterize gifted abilities. However, those areas of excelling outside of the academic arena are also part of gifted traits. A paper by Lister and Roberts (2011), discusses the self-concept of giftedness and how this often lacks a proper perspective of physical abilities and attractiveness. Their meta-analysis includes 40 studies  conducted between 1978 and 2004 to come to their conclusions on how gifted individuals view themselves. Self-concepts are an important aspect of performance. Self-conception can be defined as “ the image we hold of ourselves (Hoge and Renzulli, 1993) while self-conception refers to, “ our attitudes, feelings and knowledge about our abilities, skills, appearance, and social acceptability ” (Byrne, 1984, p. 429). Self-concept and self-conception develop over a person’s lifetime based upon the cues from the environment, others, and themselves.  It is a process of comparing oneself

Giftedness Across a Lifespan

Gifted individuals go through the stages of life in many of the same ways as others. Their development has parallels with those in the bell curve but there is some uniqueness in terms of the level of development in each stage. Their expectations and capacities are higher which leads them to unique perspectives. A fundamental component of this is whether they have spent their lives in acceptance of giftedness or in denial of their special talents. A paper in the journal Advanced Development by Ellen Fiedler describes this groups life’s transitions.    It is first beneficial to define giftedness.   The Columbus Group defines it as, “ Giftedness is asynchronous development in which advance cognitive abilities and heightened intensity combine to create inner experiences and awareness that are qualitatively different from the norm .”   Because they see the world different they have spent time criticized for their mannerisms and perspectives and may have buried their talents.  A

Measuring Personality and Intelligence in Gifted College Students

The identification of gifted individuals is important in order to maximize their contributions to society and create a healthy understanding of others. The current identification methods may be inadequate as the far majority of gifted members are undiscovered and their talents unrealized for the greater good.   A paper by Carol Carman (2011) discusses the academic evaluation methods and the need to include behavioral aspects in the overall evaluation process.  The far majority of gifted individuals have not been identified. This problem becomes more acute in minority populations and those who live in poverty who do not have access to elite education. When their special talents are not enhanced it can lead to intellectual loss for a nation. Furthermore, such individuals are left to suffer the consequences of greater awareness in a population focused on the here and now.   Myers-Briggs evaluates giftedness as heightened intuition, introversion, thinking and perceiving dime