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Needs of Gifted Talented Children

Your Gifted Talented Child: Needs of Gifted Talented Children By Dr. Patricia Fioriello When working with gifted talented children there are many things to consider. These children have different needs than other children. Their educational requirements are different and more challenging. Questions These children have many great questions and teachers are going to have to … Continue reading

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Høybegavet tilkjent 900.000,- i Høyesterett etter mobbing

Høyesterettsdom: Høybegavet tilkjent 900.000,- i Høyesterett etter mobbing Her følger utdrag av dommen: På grunn av høy intellektuell funksjonsevne begynte han ett år for tidlig på skolen, og startet i første klasse på Y skole i X kommune høsten 1987. Her ble han mobbet av sine medelever, inntil han etter søknad fra foreldrene kom i … Continue reading

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How the Gifted Cope With Their Emotions

How the Gifted Cope With Their Emotions by Annemarie Roeper “There is a difference between giftedness and precociousness. The precocious child grasps certain concepts sooner than other children, while the gifted child understands their depth and complexities. The gifted think and feel in global terms, experience connections, and see the whole rather than the parts. … Continue reading

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Renzulli’s Three-Ring Conception of Giftedness

Gigers: Renzulli’s Three-Ring Conception of Giftedness By Matthias Giger Renzulli considers three factors important for the development of gifted behaviour: Above average ability, creativity, and task commitment. Within the above average abilities Renzulli makes a difference between general abilities (like processing information, integrating experiences, and abstract thinking) and specific abilities (like the capacity to acquire … Continue reading

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Gagné’s Differentiated Model of Giftedness and Talent

Gigers: Gagné’s Differentiated Model of Giftedness and Talent By Matthias Giger Gagné thinks that all talents are developed from natural abilities through learning influenced by inner and outer catalysts. The main components of Gagné’s model – which he refined several times – are: Natural Abilities intellectual abilities: reasoning, memory, sense of observation, judgement, and metacognition; … Continue reading

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Discussion on “The g-factor of international cognitive ability comparisons: the homogeneity of results in PISA, TIMSS, PIRLS and IQ-tests across nations”, by Heiner Rindermann

European Journal of Personality: Discussion on “The g-factor of international cognitive ability comparisons: the homogeneity of results in PISA, TIMSS, PIRLS and IQ-tests across nations”, by Heiner Rindermann By Jüri Allik, Department of Psychology, University of Tartu, Estonia Abstract “Rindermann’s study provides the most comprehensive evidence so far that national scores of school assessment have systematic … Continue reading

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The g-factor of international cognitive ability comparisons: the homogeneity of results in PISA, TIMSS, PIRLS and IQ-tests across nations

European Journal of Personality: The g-factor of international cognitive ability comparisons: the homogeneity of results in PISA, TIMSS, PIRLS and IQ-tests across nations By Heiner Rindermann Abstract “International cognitive ability and achievement comparisons stem from different research traditions. But analyses at the interindividual data level show that they share a common positive manifold. Correlations of … Continue reading