Social cognition difficulties are well documented in children with Autism Spectrum Disorder (ASD). This clinical case study reports on social cognition assessment and treatment of a gifted child, SC (9 years), with AS...Social cognition difficulties are well documented in children with Autism Spectrum Disorder (ASD). This clinical case study reports on social cognition assessment and treatment of a gifted child, SC (9 years), with ASD and an extraordinarily high verbal IQ (146). The assessment of theory of mind, emotion recognition and pragmatic abilities showed some weaknesses in these areas. The 4-month treatment was divided into 14 sessions and was aimed at helping SC to improve his abilities to recognize emotions and comprehend mental states. The main technique used in the intervention was “social reading” with video clips. The initial assessment was repeated after the treatment and in a follow up session. The results of this case study suggest that “social reading” can be considered as a beneficial technique for children with high-functioning ASD, and especially in giftedness conditions.展开更多
The current research was grounded in prior interdisciplinary research that showed cognitive ability (verbal ability for translating cognitions into oral language) and multiple-working memory endophenotypes (behavioral...The current research was grounded in prior interdisciplinary research that showed cognitive ability (verbal ability for translating cognitions into oral language) and multiple-working memory endophenotypes (behavioral markers of genetic or brain bases of language learning) predict reading and writing achievement in students with and without specific learning disabilities in written language (SLDs-WL). Results largely replicated prior findings that verbally gifted with dyslexia score higher on reading and writing achievement than those with average verbal ability but not on endophenotypes. The current study extended that research by comparing those with and without SLDs-WL with assessed verbal ability held constant. The verbally gifted without SLDs-WL (n = 14) scored higher than the verbally gifted with SLDs-WL (n = 27) on six language skills (oral sentence construction, best and fastest handwriting in copying, single real word oral reading accuracy, oral pseudoword reading accuracy and rate) and four endophenotypes (orthographic and morphological coding, orthographic loop, and switching attention). The verbally average without SLDs-WL (n = 6) scored higher than the verbally average with SLDs-WL (n = 22) on four language skills (best and fastest hand-writing in copying, oral pseudoword reading accuracy and rate) and two endophenotypes (orthographic coding and orthographic loop). Implications of results for translating interdisciplinary research into flexible definitions for assessment and instruction to serve students with varying verbal abilities and language learning and endophenotype profiles are discussed along with directions for future research.展开更多
The aim of this research was to examine the effect of eating habits and family flexibility on the body mass index in gifted students of the eighth and ninth grade of high school. The research design of this study was ...The aim of this research was to examine the effect of eating habits and family flexibility on the body mass index in gifted students of the eighth and ninth grade of high school. The research design of this study was descriptive-correlation. The statistical population of this research included all high school gifted students of the eighth and ninth grade. The sample consisted of 220 gifted students who were selected by random sampling method. The average age of these participants was 14.56 years old, SD 10.41. Average participants BMI was 31.25, SD 3.12. One hundred and fifteen (52.28%) of these students were females and one hundred and five (47.72%) were males. Family flexibility was measured by Shakeri flexibility scale, eating habits were measured through Coker and Roger Eating Habits Questionnaire and body mass index was tested by Omron digital device. Using SPSS software, the data were analyzed to calculate correlation and simultaneous regression. The results of correlation showed that in these students, concern with weight and dieting and total eating habits have significant relationship with BMI (P < 0.001). The result of simultaneous regression also showed that concern with weight and dieting and total eating habits could explain BMI in these students (P < 0.001) and family flexibility could not explain BMI in these students (P < 0.005). The results emphasize the more important role of eating habits than family flexibility on BMI in gifted students because of sensitive and higher level of intelligence and high peer competitions.展开更多
The demand for effective interventions to improve domain-specific academic outcomes for individuals with special needs at either end of the spectrum has existed for some time.Since the earlier contributions to the lit...The demand for effective interventions to improve domain-specific academic outcomes for individuals with special needs at either end of the spectrum has existed for some time.Since the earlier contributions to the literature documenting gifted individuals who were simultaneously exhibiting disabilities,there has been some progress in our understanding.We now know that in individuals with both gifts and disabilities,potentially,either or both of the exceptionalities can obscure the effects of the other,which significantly delays the average time to receive a diagnosis.Such delays in diagnosis detrimentally impact the the form of effective interventions without a diagnosis.The purpose of this paper is t quality of life across various domains because there can be no opportunity to receive help in o determine whether effective interventions exist to improve domain-specific(i.e.,social,emotional,or academic)outcomes for people with both gifts and disabilities.A query was performed using evidence databases TRIP and PDQ for“twice-exceptional,”“Giftedness,”“Disability,”and“intervention.”The four most relevant,freely available studies in English were selected for critique.Despite identifying potential threats to validity among the studies,methodological similarities among them were strong enough to confidently conclude that not only do effective interventions exist for the population of gifted with ADHD,but the outcomes of these interventions may also carry over into other domains resulting in indirect effects.展开更多
The concept of giftedness has evolved significantly over the past century,shifting from a narrow,IQ-based perspective to a more inclusive and multifaceted understanding.Early theories,such as those developed by Alfred...The concept of giftedness has evolved significantly over the past century,shifting from a narrow,IQ-based perspective to a more inclusive and multifaceted understanding.Early theories,such as those developed by Alfred Binet and Lewis Terman,primarily focused on intelligence as a fixed,measurable trait.However,modern theories,including those by Joe Renzulli and Françoi Gagné,have expanded the definition to include creativity,motivation,and task commitment.This review aims to explore the evolution of giftedness definitions,addressing two main questions:How has the definition of giftedness developed over time,and to what extent do current definitions support equitable educational practices for gifted learners?The review analyses models such as Renzulli’s Three-Ring Model and Gagné’s Differentiated Model of Giftedness and Talent(DMGT),highlighting the importance of recognizing both innate potential and developed talent.The findings suggest that inclusive definitions of giftedness foster more effective,equitable educational practices,but challenges remain in implementing these frameworks universally.展开更多
Purpose:This study explores the contributions and effectiveness of the Jockey Club“Giftedness into Flourishing Talents”Project(Project GIFT)in supporting learner diversity in gifted education,including meeting the e...Purpose:This study explores the contributions and effectiveness of the Jockey Club“Giftedness into Flourishing Talents”Project(Project GIFT)in supporting learner diversity in gifted education,including meeting the educational and psychological needs of highly capable and gifted students in Hong Kong.Design/Approach/Methods:This study investigates the effectiveness of Project GIFT in supporting the development of diversity in learning in 20 project schools.Through close cooperation with project schools,Project GIFT comprised six developmental areas:school development,curriculum development,teachers’professional development,parent empowerment,student development,and financial support.To further assess the usefulness of the school-based support provided by Project GIFT,this study examines the implementation of school-based gifted education in two project schools based on the aforementioned components.educational program in gifted education that intervened at both Level 1(whole class)and Level 2(pullout)of the three-tiered policy stipulated by the Hong Kong Education Bureau.One of the few gifted education programs implemented in Asia,Project GIFT focused on six key components to specifically support high-ability and gifted students with diverse educational and affective needs.This study shows that Project GIFT significantly enhanced diversity in learning,its collaboration with two key schools resulting in the successful enhancement of school development,professional development,curriculum development,student development,parent empowerment,and financial support.Originality/Value:The article fills the research gap by examining the effectiveness of a schoolbased gifted education program focused on enriching and differentiating curricula for different regular and pull-out programs.In doing so,this article attests to the success of the program in addressing the educational and psychosocial needs of gifted students at local schools in Hong Kong.展开更多
Gifted children are able to learn in a more advanced way than others, probably due to neurophysiological differences in the communication efficiency in neural pathways. Topological features contribute to understanding...Gifted children are able to learn in a more advanced way than others, probably due to neurophysiological differences in the communication efficiency in neural pathways. Topological features contribute to understanding the correlation between the brain structure and intelligence. Despite decades of neuroscience research using MRI, methods based on brain region connectivity patterns are limited by MRI artifacts, which therefore leads to revisiting MRI morphometric features, with the aim of using them to directly identify gifted children instead of using brain connectivity. However, the small, high-dimensional morphometric feature dataset with outliers makes the task of finding good classification models challenging. To this end, a hybrid method is proposed that combines tensor completion and feature selection methods to handle outliers and then select the discriminative features. The proposed method can achieve a classification accuracy of 93.1%, higher than other existing algorithms, which is thus suitable for the small MRI datasets with outliers in supervised classification scenarios.展开更多
The Special Class for the Gifted Young(SCGY) is an educational model created by the University of Science and Technology of China(USTC) during a special historical period. It aims at selecting and cultivating young ta...The Special Class for the Gifted Young(SCGY) is an educational model created by the University of Science and Technology of China(USTC) during a special historical period. It aims at selecting and cultivating young talent in the natural sciences. Significantly, the establishment of the SCGY in 1978 marked the beginning of higher education reform in China after the ‘Cultural Revolution’(1966–1976) and promoted the development of education. Currently, there are only a few general descriptions of how the SCGY was established. In research for this paper, we used many sources, including archives, personal diaries and interview records, to uncover the process leading to the establishment of the SCGY. We also investigated the reason why the SCGY was first established at USTC.展开更多
悦读·明其义.An endless journey:The eternal quest for science.无尽的征程:科学的永恒探索.Science represents humanity's most organized attempt to comprehend the mysteries of our universe,which is built upon the ...悦读·明其义.An endless journey:The eternal quest for science.无尽的征程:科学的永恒探索.Science represents humanity's most organized attempt to comprehend the mysteries of our universe,which is built upon the work of countless gifted individuals.Many renowned researchers began their careers as laboratory assistants before becoming outstanding experts in charge of major scientific initiatives that shape our modern world.展开更多
Exchanging gifts at the holidays is a tradition that dates back to thousands of years ago.Children are typically excused from buying gifts because they cost money kids may not have.But the truth is that some of the be...Exchanging gifts at the holidays is a tradition that dates back to thousands of years ago.Children are typically excused from buying gifts because they cost money kids may not have.But the truth is that some of the best gifts don't cost anything.If you would like to give meaningful gifts to family or friends at the holidays—without having to spend money—here's how you can get started.展开更多
Even when kids dont realize it,teachers listen with their ears and their hearts.So many teachers dedi-cate their lives to education and helping us raise good kids.Some of them go so far above and beyond the call of du...Even when kids dont realize it,teachers listen with their ears and their hearts.So many teachers dedi-cate their lives to education and helping us raise good kids.Some of them go so far above and beyond the call of duty that it makes you wonder if they are really angels in disguise.Stacy Caldwell is one of those teachers.展开更多
The 51st China Beijing International Gifts,Premium and Houseware Exhibition(hereinafter referred to as the Gifts Exhibition) officially opened the kaleidoscope of creative gifts at China International Exhibition Cente...The 51st China Beijing International Gifts,Premium and Houseware Exhibition(hereinafter referred to as the Gifts Exhibition) officially opened the kaleidoscope of creative gifts at China International Exhibition Center (Chaoyang Pavilion) on March 20th.More than 900 exhibitors built an aesthetic corridor of quality life with 200,000 gifts.展开更多
From August 14 to 16,the 52nd China Beijing International Gifts,Premium&Houseware Exhibition(hereinafter referred to as Beijing Gift&Home)was held at the China International Exhibition Center(Chaoyang Pavilion...From August 14 to 16,the 52nd China Beijing International Gifts,Premium&Houseware Exhibition(hereinafter referred to as Beijing Gift&Home)was held at the China International Exhibition Center(Chaoyang Pavilion)in Beijing,China.As the annual grand finale of the northern gift industry.展开更多
文摘Social cognition difficulties are well documented in children with Autism Spectrum Disorder (ASD). This clinical case study reports on social cognition assessment and treatment of a gifted child, SC (9 years), with ASD and an extraordinarily high verbal IQ (146). The assessment of theory of mind, emotion recognition and pragmatic abilities showed some weaknesses in these areas. The 4-month treatment was divided into 14 sessions and was aimed at helping SC to improve his abilities to recognize emotions and comprehend mental states. The main technique used in the intervention was “social reading” with video clips. The initial assessment was repeated after the treatment and in a follow up session. The results of this case study suggest that “social reading” can be considered as a beneficial technique for children with high-functioning ASD, and especially in giftedness conditions.
文摘The current research was grounded in prior interdisciplinary research that showed cognitive ability (verbal ability for translating cognitions into oral language) and multiple-working memory endophenotypes (behavioral markers of genetic or brain bases of language learning) predict reading and writing achievement in students with and without specific learning disabilities in written language (SLDs-WL). Results largely replicated prior findings that verbally gifted with dyslexia score higher on reading and writing achievement than those with average verbal ability but not on endophenotypes. The current study extended that research by comparing those with and without SLDs-WL with assessed verbal ability held constant. The verbally gifted without SLDs-WL (n = 14) scored higher than the verbally gifted with SLDs-WL (n = 27) on six language skills (oral sentence construction, best and fastest handwriting in copying, single real word oral reading accuracy, oral pseudoword reading accuracy and rate) and four endophenotypes (orthographic and morphological coding, orthographic loop, and switching attention). The verbally average without SLDs-WL (n = 6) scored higher than the verbally average with SLDs-WL (n = 22) on four language skills (best and fastest hand-writing in copying, oral pseudoword reading accuracy and rate) and two endophenotypes (orthographic coding and orthographic loop). Implications of results for translating interdisciplinary research into flexible definitions for assessment and instruction to serve students with varying verbal abilities and language learning and endophenotype profiles are discussed along with directions for future research.
文摘The aim of this research was to examine the effect of eating habits and family flexibility on the body mass index in gifted students of the eighth and ninth grade of high school. The research design of this study was descriptive-correlation. The statistical population of this research included all high school gifted students of the eighth and ninth grade. The sample consisted of 220 gifted students who were selected by random sampling method. The average age of these participants was 14.56 years old, SD 10.41. Average participants BMI was 31.25, SD 3.12. One hundred and fifteen (52.28%) of these students were females and one hundred and five (47.72%) were males. Family flexibility was measured by Shakeri flexibility scale, eating habits were measured through Coker and Roger Eating Habits Questionnaire and body mass index was tested by Omron digital device. Using SPSS software, the data were analyzed to calculate correlation and simultaneous regression. The results of correlation showed that in these students, concern with weight and dieting and total eating habits have significant relationship with BMI (P < 0.001). The result of simultaneous regression also showed that concern with weight and dieting and total eating habits could explain BMI in these students (P < 0.001) and family flexibility could not explain BMI in these students (P < 0.005). The results emphasize the more important role of eating habits than family flexibility on BMI in gifted students because of sensitive and higher level of intelligence and high peer competitions.
文摘The demand for effective interventions to improve domain-specific academic outcomes for individuals with special needs at either end of the spectrum has existed for some time.Since the earlier contributions to the literature documenting gifted individuals who were simultaneously exhibiting disabilities,there has been some progress in our understanding.We now know that in individuals with both gifts and disabilities,potentially,either or both of the exceptionalities can obscure the effects of the other,which significantly delays the average time to receive a diagnosis.Such delays in diagnosis detrimentally impact the the form of effective interventions without a diagnosis.The purpose of this paper is t quality of life across various domains because there can be no opportunity to receive help in o determine whether effective interventions exist to improve domain-specific(i.e.,social,emotional,or academic)outcomes for people with both gifts and disabilities.A query was performed using evidence databases TRIP and PDQ for“twice-exceptional,”“Giftedness,”“Disability,”and“intervention.”The four most relevant,freely available studies in English were selected for critique.Despite identifying potential threats to validity among the studies,methodological similarities among them were strong enough to confidently conclude that not only do effective interventions exist for the population of gifted with ADHD,but the outcomes of these interventions may also carry over into other domains resulting in indirect effects.
文摘The concept of giftedness has evolved significantly over the past century,shifting from a narrow,IQ-based perspective to a more inclusive and multifaceted understanding.Early theories,such as those developed by Alfred Binet and Lewis Terman,primarily focused on intelligence as a fixed,measurable trait.However,modern theories,including those by Joe Renzulli and Françoi Gagné,have expanded the definition to include creativity,motivation,and task commitment.This review aims to explore the evolution of giftedness definitions,addressing two main questions:How has the definition of giftedness developed over time,and to what extent do current definitions support equitable educational practices for gifted learners?The review analyses models such as Renzulli’s Three-Ring Model and Gagné’s Differentiated Model of Giftedness and Talent(DMGT),highlighting the importance of recognizing both innate potential and developed talent.The findings suggest that inclusive definitions of giftedness foster more effective,equitable educational practices,but challenges remain in implementing these frameworks universally.
文摘Purpose:This study explores the contributions and effectiveness of the Jockey Club“Giftedness into Flourishing Talents”Project(Project GIFT)in supporting learner diversity in gifted education,including meeting the educational and psychological needs of highly capable and gifted students in Hong Kong.Design/Approach/Methods:This study investigates the effectiveness of Project GIFT in supporting the development of diversity in learning in 20 project schools.Through close cooperation with project schools,Project GIFT comprised six developmental areas:school development,curriculum development,teachers’professional development,parent empowerment,student development,and financial support.To further assess the usefulness of the school-based support provided by Project GIFT,this study examines the implementation of school-based gifted education in two project schools based on the aforementioned components.educational program in gifted education that intervened at both Level 1(whole class)and Level 2(pullout)of the three-tiered policy stipulated by the Hong Kong Education Bureau.One of the few gifted education programs implemented in Asia,Project GIFT focused on six key components to specifically support high-ability and gifted students with diverse educational and affective needs.This study shows that Project GIFT significantly enhanced diversity in learning,its collaboration with two key schools resulting in the successful enhancement of school development,professional development,curriculum development,student development,parent empowerment,and financial support.Originality/Value:The article fills the research gap by examining the effectiveness of a schoolbased gifted education program focused on enriching and differentiating curricula for different regular and pull-out programs.In doing so,this article attests to the success of the program in addressing the educational and psychosocial needs of gifted students at local schools in Hong Kong.
基金This work was supported by the National Key R&D Program of China(Grant No.2017YFE0129700)the National Natural Science Foundation of China(Key Program)(Grant No.11932013)+4 种基金the National Natural Science Foundation of China(Grant No.61673224)the Tianjin Natural Science Foundation for Distinguished Young Scholars(Grant No.18JCJQJC46100)the Tianjin Science and Technology Plan Project(Grant No.18ZXJMTG00260)based upon work from COST Action CA18106,supported by COST(European Cooperation in Science and Technology)supported by grants PICT 2017-3208 and UBACYT 20020170100192BA(Argentina)。
文摘Gifted children are able to learn in a more advanced way than others, probably due to neurophysiological differences in the communication efficiency in neural pathways. Topological features contribute to understanding the correlation between the brain structure and intelligence. Despite decades of neuroscience research using MRI, methods based on brain region connectivity patterns are limited by MRI artifacts, which therefore leads to revisiting MRI morphometric features, with the aim of using them to directly identify gifted children instead of using brain connectivity. However, the small, high-dimensional morphometric feature dataset with outliers makes the task of finding good classification models challenging. To this end, a hybrid method is proposed that combines tensor completion and feature selection methods to handle outliers and then select the discriminative features. The proposed method can achieve a classification accuracy of 93.1%, higher than other existing algorithms, which is thus suitable for the small MRI datasets with outliers in supervised classification scenarios.
文摘The Special Class for the Gifted Young(SCGY) is an educational model created by the University of Science and Technology of China(USTC) during a special historical period. It aims at selecting and cultivating young talent in the natural sciences. Significantly, the establishment of the SCGY in 1978 marked the beginning of higher education reform in China after the ‘Cultural Revolution’(1966–1976) and promoted the development of education. Currently, there are only a few general descriptions of how the SCGY was established. In research for this paper, we used many sources, including archives, personal diaries and interview records, to uncover the process leading to the establishment of the SCGY. We also investigated the reason why the SCGY was first established at USTC.
文摘悦读·明其义.An endless journey:The eternal quest for science.无尽的征程:科学的永恒探索.Science represents humanity's most organized attempt to comprehend the mysteries of our universe,which is built upon the work of countless gifted individuals.Many renowned researchers began their careers as laboratory assistants before becoming outstanding experts in charge of major scientific initiatives that shape our modern world.
文摘Exchanging gifts at the holidays is a tradition that dates back to thousands of years ago.Children are typically excused from buying gifts because they cost money kids may not have.But the truth is that some of the best gifts don't cost anything.If you would like to give meaningful gifts to family or friends at the holidays—without having to spend money—here's how you can get started.
文摘Even when kids dont realize it,teachers listen with their ears and their hearts.So many teachers dedi-cate their lives to education and helping us raise good kids.Some of them go so far above and beyond the call of duty that it makes you wonder if they are really angels in disguise.Stacy Caldwell is one of those teachers.
文摘The 51st China Beijing International Gifts,Premium and Houseware Exhibition(hereinafter referred to as the Gifts Exhibition) officially opened the kaleidoscope of creative gifts at China International Exhibition Center (Chaoyang Pavilion) on March 20th.More than 900 exhibitors built an aesthetic corridor of quality life with 200,000 gifts.
文摘From August 14 to 16,the 52nd China Beijing International Gifts,Premium&Houseware Exhibition(hereinafter referred to as Beijing Gift&Home)was held at the China International Exhibition Center(Chaoyang Pavilion)in Beijing,China.As the annual grand finale of the northern gift industry.
文摘Yesterday I lost my favorite watch.It was a gift from my grandfather.I was so sad and worried.I looked for it here and there,but I just couldn't find.
