New Horizons in the study of High AbilityGifted and talented

  1. Maria Dolores Prieto 1
  2. Mercedes Ferrando 1
  1. 1 Universidad de Murcia
    info

    Universidad de Murcia

    Murcia, España

    ROR https://ror.org/03p3aeb86

Journal:
Anales de psicología

ISSN: 0212-9728,  1695-2294

Year of publication: 2016

Volume: 32

Issue: 3

Pages: 617-620

Type: Article

DOI: 10.6018/ANALESPS.32.3.259301 DIALNET GOOGLE SCHOLAR

More publications in: Anales de psicología

Abstract

The following piece of work serve as introduction to the monographic issue about giftedness and talented in the Annals of Psychology Journal. In it, the reasons to tackle this monographic are explained, and the contributions of authors are summarized. such contributions are diverse and swing from the identification process using different procedures, the assessment of domain specific creativity in sciences, the study of the heterogeneity within the group of high ability students, the educational measures available, and lastly and study about these students' academic motivations. The work concludes extracting some general conclusions about what this monographic has contribute and it's meaning

Bibliographic References

  • Ayas, M. B., & Sak, U. (2014). Objective measure of scientific creativity: Psychometric validity of the Creative Scientific Ability Test. Thinking Skills and Creativity, 13, 195-205.
  • Chart, H., Grigorenko, E.L., & Sternberg, R.J. (2008). Identification: The Aurora Battery. J.A. Plucker & C.M. Callahan (Eds.), Critical issues and practices in gifted education (pp. 281-301). Waco, TX: Prufrock.
  • Lubart, T.I. & Zenasni, F. (2010). A new look at creative giftedness. Gifted and Talented International, 25(1), 53–57.
  • Lubart, T.I., Besançon, M., & Barbot, B. (2011). Evaluation du Potentiel Créatif (EPoC). (Test psychologique et Manuel). Paris: Editions Hogrefe France.
  • Renzulli, J. S., & Gaesser, A. H. (2015). Un sistema multicriterial para la identificación del alumnado de alto rendimiento y de alta capacidad creativo-productiva. Revista de Educación, 368, 96-131.
  • Sak, U., & Ayas, M. B. (2013). Creative Scientific Ability Test (C-SAT): A new measure of scientific creativity. Psychological Test and Assessment Modeling, 55(3), 315-328.
  • Stanley, J. C. (1996). SMPY in the beginning. In C. P. Benbow & D. Lubinski (Eds.), Intellectual talent: Psychometric and social issues (pp. 225-235). Baltimore, MD: Johns Hopkins University Press.
  • Stanley, J.C. (1976). Special fast-mathematics classes taught by college professors to fourth- through twelfth-graders. In D.P. Keating (ed.), Intellectual talent: Research and development (pp. 132-159). Baltimore: The Johns Hopkins University Press.
  • Stanley, J.C., Keating, D., & Fox, L. (1974). Mathematical talent: Discovery, description, and development (pp. 101-125). Baltimore: The Johns Hopkins University Press.
  • Sternberg, R. J. (2000). Patterns of giftedness: A triarchic analysis. Roeper Review, 22(4), 231-235.
  • Sternberg, R. J. (2015). Successful Intelligence: A model for testing Intelligence beyond IQ tests. European Journal of Educational Psychology, 8, 76-84.
  • Subotnik, R. F., Olszewski-Kubilius, P., & Worrell, F. C. (2011). Rethinking giftedness and gifted education: A proposed direction forward based on psychological science. Psychological Science in the Public Interest, 12, 3-54.
  • Tourón, J. & Tourón, M. (2011). The Center for Talented Youth Identification Model: A Review of the Literature. Talent Development & Excellence, 3(2), 187-202.
  • Wechsler, D. (2005). Manuel d’administration et de cotation du WISC-IV. Paris: Editions du Centre de Psychologie Appliquée.
Data source: Dialnet