scholarly journals Children's Giftedness and Characteristics of a Gifted Child

2020 ◽  
Author(s):  
Alena Sergeevna Shchipitsyna
Keyword(s):  
Cognitive Abilities ◽  
Gifted Children ◽  
Gifted Child ◽  
Work System ◽  
The Relationship

The article is devoted to the issue of building a work system with gifted children. Theoretical prerequisites for developing the problem of giftedness are considered, as well as theoretical aspects of the concepts of "ability" and "giftedness" are presented. The main characteristics of children with signs of giftedness according to A.I. Savenkov are given, and the relationship between the level of cognitive abilities development and success of studying at school is analyzed.

The value and importance of mindfulness for the highly to profoundly gifted child

2017 ◽  
Vol 34 (2) ◽  
pp. 193-202 ◽  
Author(s):  
Stephanie S Tolan
Keyword(s):  
Elementary School ◽  
Cognitive Abilities ◽  
Summer Camp ◽  
Gifted Children ◽  
Gifted Child ◽  
Inner Experience ◽  
Public Elementary School ◽  
Inside Out

This article discusses giftedness from the inside out, focusing on what the differences mean to the gifted child’s experience of life—the effects both their intensity and their cognitive abilities have on their inner experience and awareness. Mindfulness is especially valuable and important for the profoundly gifted child. Two programs that use mindfulness techniques (Yunasa, a summer camp for highly gifted children, and the Holistic Life program in a public elementary school in Baltimore) are discussed. Mindfulness helps to bring all the pieces of gifted children into contact and congruity with each other and helps to make them more whole.

Differences in Benefit from Strategy Use: What's Good for Me May Not Be So Good for Thee

1998 ◽  
Vol 21 (2) ◽  
pp. 160-178 ◽  
Author(s):  
Jane F. Gaultney
Keyword(s):  
Cognitive Abilities ◽  
Optimal Level ◽  
Strategy Use ◽  
Group Differences ◽  
Gifted Children ◽  
Text Recall ◽  
Elaborative Interrogation ◽  
School Aged Children ◽  
Good For ◽  
The Relationship

The present study explored group differences in the relationship between strategy use and text recall. Academically bright and average elementary school-aged children were trained in the use of elaborative interrogation (a reading-comprehension strategy). Gifted children had greater recall than did average children prior to and one week after training, despite equivalent levels of strategy use. Correlational evidence indicated that average children eventually benefitted from using the strategy, while for gifted children strategy use did not correlate with recall at any point. It is suggested that gifted children, because they seem to have superior nonstrategic memories, may require more difficult tasks than average children in order to acquire and use memory strategies and that an optimal level of strategy use may differ as a function of one's cognitive abilities.

scholarly journals The Gifted Disabled Student in the Regular and the Special Classroom

2015 ◽  
Vol 51 ◽  
pp. 19-32 ◽  
Author(s):  
Hanna David
Keyword(s):  
Learning Disabilities ◽  
Cognitive Abilities ◽  
Social Acceptance ◽  
Emotional Problems ◽  
Learning Ability ◽  
Gifted Children ◽  
Gifted Child ◽  
Age Appropriate ◽  
Physical Limitations ◽  
High Level

The term "special education" is used, in most cases, for the education of children with learning disabilities, emotional problems, behavioral difficulties, severe physical limitations, or difficulties related to low cognitive abilities. "Gifted education", on the other hand, is used for educating the more able, children with high learning ability or special talents, creative children or children who had achieved highly in school-related or any other area, such as chess, music, painting, etc.However, many gifted children belong to both categories. Some suffer from problems or irregularities unrelated to their giftedness, for example – learning disabilities (e.g. dyslexia, dyscalculia, dysgraphia, ADHD), or physical limitations, such as hearing loss, blindness, or paralysis. Some have to deal with issues directly or indirectly connected to their giftedness. For example: social acceptance has to do with conforming to the classroom norms, speaking about subjects considered age-appropriate, or being careful not to use "high level" vocabulary. A gifted child might find it difficult to participate in activities he or she has no interest in, not expressing feelings or ideas because they might seem odd to the peers, or thinking before using any rare or unconventional word or expression. A gifted child who is bored in the classroom might adopt behaviors such as abstention from activities, daydreaming or becoming the "classroom clown" and disturbing the teachers with voice-making, making jokes at others' expense or even at the teacher's. Such behaviors – not necessary a result of the child's giftedness but related to it – lead, in many cases, to labeling the child as "badly adjusted", "socially misfit", "isolated", or the like.In this article I intend to describe the social and the educational difficulties the gifted child has to deal with in the regular as well as in the gifted classroom and present techniques which might help overcoming them. I will present in detail four , all gifted with either learning disabilities or emotional problems, and the successful interventions they had gone through until reaching reasonable results.

scholarly journals Gifted child in kindergarten – assessment pitfalls

2020 ◽  
Vol 10 (1) ◽  
Author(s):  
Elżbieta Kwiatkowska
Keyword(s):  
Early Childhood ◽  
Case Studies ◽  
Cognitive Abilities ◽  
Individual Case ◽  
Preschool Age ◽  
Gifted Children ◽  
Gifted Child ◽  
The Individual ◽  
Kindergarten Assessment ◽  
Unique Potential

Issues and considerations raised in the article are related to the identification (assessment) of gifted children, often described in literature, in relation to selected theories  of ability. It is very likely that a gifted child characterized by the specificity of early childhood, commonly defined as intelligent, with high cognitive abilities, will abandonits innate, unique potential, entangling in various types of “problems”, taking on the features of the syndrome of inadequate school achievements, etc. in the future, as a result of adverse environmental impacts, the coincidence of events. The individual case studies presented in the article are intended to illustrate the significance of individual impacts on a gifted child of preschool age, due to the specific developmental peculiarities of this period.  

Meeting the educational needs of a gifted child: A parent’s narrative

2019 ◽  
Vol 35 (3) ◽  
pp. 189-200
Author(s):  
SA Manasawala ◽  
DN Desai
Keyword(s):  
Support Groups ◽  
Educational Needs ◽  
Education For All ◽  
Gifted Children ◽  
Local Learning ◽  
Special Population ◽  
Learning Resources ◽  
Gifted Child ◽  
Community Or

India is currently focusing on providing education for all, and special population like the gifted is being neglected. This is evident in the case of Aditya (IQ 145), a 7-year-old boy, and his parents who after discovering that their child is gifted attempt to meet his unique educational needs. Despite evidence of Aditya qualifying in examination two grades above his age level, the school authorities neither offer acceleration nor provide appropriate resources. This study attempts to delineate the importance of combined efforts of parent, school, and the community in nurturing gifted children. Finally, the researcher makes a few recommendations for parents: (i) create support groups to share parenting experiences; (ii) explore online and local learning resources to educate themselves about giftedness and nurture their children; and (iii) identify mentors in the community or other parents who can support in meeting the educational needs of these children.

scholarly journals Fluid Cognitive Abilities Are Important for Learning and Retention of a New, Explicitly Learned Walking Pattern in Individuals After Stroke

2021 ◽  
pp. 154596832110010
Author(s):  
Margaret A. French ◽  
Matthew L. Cohen ◽  
Ryan T. Pohlig ◽  
Darcy S. Reisman
Keyword(s):  
Cognitive Abilities ◽  
Step Length ◽  
Cognitive Measures ◽  
Retention Models ◽  
Wechsler Memory Scale ◽  
Walking Pattern ◽  
Learning Principles ◽  
The Relationship ◽  
Sequential Regression ◽  
Neurologically Intact

Background There is significant variability in poststroke locomotor learning that is poorly understood and affects individual responses to rehabilitation interventions. Cognitive abilities relate to upper extremity motor learning in neurologically intact adults, but have not been studied in poststroke locomotor learning. Objective To understand the relationship between locomotor learning and retention and cognition after stroke. Methods Participants with chronic (>6 months) stroke participated in 3 testing sessions. During the first session, participants walked on a treadmill and learned a new walking pattern through visual feedback about their step length. During the second session, participants walked on a treadmill and 24-hour retention was assessed. Physical and cognitive tests, including the Fugl-Meyer-Lower Extremity (FM-LE), Fluid Cognition Composite Score (FCCS) from the NIH Toolbox -Cognition Battery, and Spatial Addition from the Wechsler Memory Scale-IV, were completed in the third session. Two sequential regression models were completed: one with learning and one with retention as the dependent variables. Age, physical impairment (ie, FM-LE), and cognitive measures (ie, FCCS and Spatial Addition) were the independent variables. Results Forty-nine and 34 participants were included in the learning and retention models, respectively. After accounting for age and FM-LE, cognitive measures explained a significant portion of variability in learning ( R2 = 0.17, P = .008; overall model R2 = 0.31, P = .002) and retention (Δ R2 = 0.17, P = .023; overall model R2 = 0.44, P = .002). Conclusions Cognitive abilities appear to be an important factor for understanding locomotor learning and retention after stroke. This has significant implications for incorporating locomotor learning principles into the development of personalized rehabilitation interventions after stroke.

Abstract P014: Lower eGFR and Proteinuria Were Independently Associated With Lower Cognitive Abilities in Community-dwelling Men in Japan: SESSA study

Circulation ◽  
2017 ◽  
Vol 135 (suppl_1) ◽  
Author(s):  
Akira Fujiyoshi ◽  
Takayoshi Ohkubo ◽  
Katsuyuki Miura ◽  
Akihiko Shiino ◽  
Naoko Miyagawa ◽  
...  
Keyword(s):  
Cognitive Function ◽  
Cognitive Abilities ◽  
Estimated Glomerular Filtration Rate ◽  
Subclinical Atherosclerosis ◽  
Community Dwelling ◽  
Community Based ◽  
Lower Egfr ◽  
The Mean ◽  
The Relationship

Introduction: The relationship between chronic kidney disease (CKD) and cognitive function remains to be determined. Existing studies focused primarily on estimated glomerular filtration rate (eGFR) but not proteinuria in relation to cognitive function. Hypothesis: In a community-based sample, lower eGFR and presence of proteinuria are cross-sectionally independently associated with lower cognition. Methods: The Shiga Epidemiological Study of Subclinical Atherosclerosis (SESSA) randomly recruited and examined participants from Shiga, Japan in 2006-08 at baseline. Among 824 male participants in the follow-up exam (2010-12), we restricted our analyses to those who underwent the Cognitive Abilities Screening Instrument (CASI), age ≥65 years-old, free of stroke, with no missing pertinent covariates. We calculated eGFR (creatinine-based) according to the 2012-guideline by the Japanese Society of Nephrology. We then divided the participants into three groups by eGFR of ≥60, 59-40, and <40 (mL/min/1.73m 2 ), and separately divided into three groups according to proteinuria using urine dipstick: (-), (-/+), and ≥(1+). We defined CKD as either eGFR <60 or proteinuria ≥ (-/+). In linear regression with CASI score being a dependent variable, we computed the score adjusted for age, highest education attained, smoking, drinking, body mass index, hypertension, diabetes, and dyslipidemia. Results: We analyzed 541 men. The mean [standard deviation] of age and unadjusted score were 72.6 [4.3] years and 89.7 [6.0]. Prevalence of CKD was 56%. The score was significantly lower in participants with CKD than those without it (P=0.03). eGFR and proteinuria categories were separately and jointly associated with lower CASI score in a graded fashion (Ps for trend <0.05 in all the models tested. Table 1 ). Conclusions: Lower eGFR and higher degree of proteinuria were independently associated with lower cognitive function in the community-based men. CKD even in its early phase may predispose to lower cognitive function.

Individualizing Instruction with Computer Applications

1998 ◽  
Vol 21 (2) ◽  
pp. 40-42
Author(s):  
Melody Strot
Keyword(s):  
Subject Matter ◽  
Word Processing ◽  
Computer Programs ◽  
Computer Applications ◽  
Gifted Children ◽  
Gifted Child ◽  
Drill And Practice

Although computers can be a terrific resource for all children, gifted children particularly benefit from the individualization provided by-different computer applications. For the gifted child who finishes written class exercises quickly, computer programs may extend subject matter. From my observations, however, teachers use computers primarily for drill and practice exercises and word processing.

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