Assessing the Psychological Changes of Gifted Adolescents in a Residential High School

2011 ◽  
Author(s):  
Marlon R. Rollins
Keyword(s):  
High School ◽  
Psychological Changes ◽  
Residential High School ◽  
Gifted Adolescents

Central Auditory Processing Abilities of Low-Achieving Gifted Adolescents

1998 ◽  
Vol 10 (1) ◽  
pp. 217-225 ◽  
Author(s):  
Thomas G. Rigo ◽  
Shalini Arehole ◽  
Phebe A. Hayes
Keyword(s):  
High School ◽  
High School Students ◽  
Auditory Processing ◽  
Management Strategies ◽  
Learning Disabled ◽  
Central Auditory Processing ◽  
School Students ◽  
Disabled Students ◽  
Processing Abilities ◽  
Gifted Adolescents

In this study, the central auditory processing (CAP) abilities of a group of low-achieving gifted high school students were measured and compared to matching groups of achieving gifted, average, and learning-disabled students. CAP skills were measured behaviorally, utilizing the Test for Auditory Processing Disorders in Adolescents and Children (SCAN:A). Results revealed significant CAP deficits in the low-achieving gifted group when compared to the achieving gifted and the average subjects. Furthermore, the CAP ability of the low-achieving gifted group was similar to that of the learning-disabled subjects. The nature of CAP disorders and suggested management strategies are discussed.

“A Shock to Study”

2002 ◽  
Vol 14 (1) ◽  
pp. 39-52 ◽  
Author(s):  
Laurence J. Coleman
Keyword(s):  
High School ◽  
High School Students ◽  
Talent Development ◽  
Academic Program ◽  
Academically Talented ◽  
School Students ◽  
Residential High School ◽  
Theoretical Issues ◽  
Academically Gifted

Learning about the experience of living in a state-funded, public residential high school for academically talented children was the purpose of an ethnographic inquiry. Studying and homework dominated the students' lives throughout the year. Eager academically gifted high school students were “shocked” to meet the homework demands of a rigorous academic program. The general story of doing homework is told, as well as four characteristic patterns of adjustment presented as cases of studying in action. Theoretical issues related to talent development are discussed.

Use of a Factored Biographical Inventory to Identify Differentially Gifted Adolescents

1974 ◽  
Vol 35 (3) ◽  
pp. 1195-1204 ◽  
Author(s):  
David A. Payne ◽  
W. Gerald Halpin
Keyword(s):  
High School ◽  
Academic Achievement ◽  
Life History ◽  
Foreign Language ◽  
Female Adolescents ◽  
Average Ability ◽  
High School Juniors ◽  
Artistically Talented ◽  
Social Introversion ◽  
Gifted Adolescents

A 118-item factored biographical questionnaire was administered to 173 male and 209 female adolescents participating in a special 8-wk. program for high school juniors and seniors gifted in art, drama, foreign language, English, math, music, science, and social science. The girls in the 8 different gifted areas had significantly different mean scores on the life history factors of social leadership, academic achievement, scientific-artistic interests, cultural-literary interests, and maladjustment. The males in the 8 different gifted areas had significantly different mean scores on the life history factors of intellectualism, social introversion, positive academic attitude, and sibling friction. Ten of 13 factor scales for males differentiated either the academically and/or artistically talented from a group of average ability. A similar result for girls was found on 12 of 15 scales.

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