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Easily clip, save and share what you find with family and friends. Easily download and save what you find. It is a characteristic of children, variously defined, that motivates differences in school programming. It is thought to persist as a trait into adult life, with various consequences studied in longitudinal studies of giftedness over the last century. Definitions of giftedness also vary across cultures. The various definitions of intellectual giftedness include either general high ability or specific abilities.

For example, by some definitions an intellectually gifted person may have a striking talent for mathematics without equally strong language skills. In particular, the relationship between artistic ability or musical ability and the high academic ability usually associated with high IQ scores is still being explored, with some authors referring to all of those forms of high ability as “giftedness”, while other authors distinguish “giftedness” from “talent”. There is still much controversy and much research on the topic of how adult performance unfolds from trait differences in childhood, and what educational and other supports best help the development of adult giftedness. The identification of giftedness first emerged after the development of IQ tests for school placement. Developing useful identification procedures for students who could benefit from a more challenging school curriculum is an ongoing problem in school administration. Because of the key role that gifted education programs in schools play in the identification of gifted individuals, both children and adults, it is worthwhile to examine how schools define the term “gifted”. 1916, equated giftedness with high IQ.