Search

The intellectually gifted have been found to have higher levels of many prosocial dispositions, but there is limited evidence of increased prosocial behavior. The present research used existing and original datasets to examine relations between intellectual giftedness and prosocial behavior and dispositions. In Study 1, those identified as intellectually gifted engaged in more political and helping behaviors than those not identified as intellectually gifted. In Study 2, gifted-identified undergraduate students reported more prosocial behavior (e.g., volunteering and giving) than nonidentified students; however, there were no clear differences in dispositions (e.g., personality and motivation) between gifted-identified and nonidentified students. Implications of these consistent linkages between intellectual giftedness and engaging in prosocial behavior for future research and practical applications are discussed. [ABSTRACT FROM AUTHOR] more...

The relationship between giftedness and psychological functioning has been studied extensively, but conflicting views persist. Whereas some studies have suggested that gifted children are at risk of developing emotional and behavioral disorders, others have proposed that they have superior socioemotional adjustment compared with average-ability peers. Using a large unselected sample (N = 3,918), we examined n = 100 gifted students matched via propensity score matching with n = 100 average-ability students. Gifted students showed higher academic achievement in math and reading (standardized test scores and grades), higher self-concept in math, and lower teacher-rated externalizing problems. All other comparisons on social and emotional-behavioral functioning as rated by parents, teachers, or classmates did not suggest any differences between the two groups. Giftedness appears to be a protective factor rather than a risk factor for psychological functioning. These results have important implications for the identification, support, and education of gifted children. [ABSTRACT FROM AUTHOR] more...

Using Bronfenbrenner's bioecological systems theory, this study investigated the school experiences of nine high-ability students from three secondary schools in rural Western India. Analyses of semistructured interviews revealed several interconnected systems of influences on the school experiences of participants. Intrapersonal aspects such as positive academic self-perceptions, constant pursuit for academic excellence, and mixed feelings about being formally identified as gifted directly affected school experiences. In the participants' immediate environment, school aspects such as teacher–student relationships, teaching methods, and curricular content had the most prominent influence on their school experiences. Interactions between family and the school systems had direct and mixed influences on participants' school experiences. Besides the adversities of rural education, participants emphasized the unique strengths of rural settings in India including the role of extended families, strong rural attachment, and positive relationships with school, teachers, and community that positively contributed to their school experiences. Implications for rural gifted education in India are discussed. [ABSTRACT FROM AUTHOR] more...

The article reveals the notion of distance education, meaning formation, meaningful technologies. The modern concept of psychological and pedagogical support of talent is associated with the concept of the child's abilities disclosure in education. Discussion about the developing potential of distance education, where, on the one hand, the student's development potential is flattened, compressed and translated into "one-dimensional space" in the process of education; on the other hand, there is a whole range of opportunities to initiate independent activity of students, to include mechanisms of cognitive and personal development of a modern student. The psychological bases of active learning technologies in distance education of gifted students are described. The author's classification of interactive learning technologies using remote technologies is considered, where each technology finds several concrete embodiments. The results of an experimental study of gifted students' independent activity initiation in distance education are presented. [ABSTRACT FROM AUTHOR] more...

Parent, teacher, and self-perceptions of 54 high ability students with autism spectrum disorder (ASD) were assessed through administration of the Behavioral Assessment Scales for Children, Second Edition. Parent reports resulted in clinically elevated scores on the Atypicality, Attention Problems, Depression, Hyperactivity, Withdrawal, Activities of Daily Living, Adaptability, and Social Skills subscales, and teacher reports resulted in clinically elevated scores on the Atypicality, Depression, Withdrawal, and Adaptability subscales. Self-report scores were in the average range. Parents and teachers of adolescents reported greater adaptability and fewer symptoms of atypicality than parents and teachers of children. Psychosocial functioning appears impacted in high ability students with ASD and developmental differences in severity may exist. [ABSTRACT FROM AUTHOR] more...

High Intellectual Potential (HIP) and High Functioning Autism (HFA) are two different conditions sharing some clinical and neurobiological features. The aim of the present study was to characterize a sample of HIP children (n: 16; M/F: 14/2; median age: 10 years) in comparison to those with HFA (n: 17; M/F: 16/1; median age: 13 years) and to neurotypically developed (NTD) children (n: 10; M/F: 4/6; median age: 11 years) from a clinical and neurophysiological perspective. Specifically, a standardized clinical assessment of cognitive and adaptive skills, autistic symptoms, executive functions and behavioral features was performed. Moreover, event-related potentials (ERPs) were recorded, referring specifically to the mismatch negativity (MMN) and P300 paradigm. Our data highlighted the presence of similarities between the intellectually gifted individuals and the ones with autism (i.e., a nonhomogeneous intellective profile, an adaptive skills impairment, subthreshold autistic symptoms and increased perfectionism). Interestingly, a distinct neurophysiological characterization between groups came out, with evidence of a reduced MMN amplitude only in the HFA group. Furthermore, no differences within groups in the P300 component emerged. Therefore, our results start to provide a more informative characterization of the HIP phenotype in comparison to those of HFA and NTD, highlighting the potential role of the MMN amplitude index in helping clinicians and researchers to distinguish between HIP and HFA. Nevertheless, further research on the topic is strongly needed. [ABSTRACT FROM AUTHOR] more...