Giftedness and Talent: Reexamining a Reexamination of the Definitions

Gagné, Françoys

doi:10.1177/001698628502900302

Cited by 306 publications

(171 citation statements)

References 15 publications

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“…In the context of this research, we considered the participating cohort of Australian high school Science Olympiad students to be gifted science students because they were successful in a national selective test for the summer camp and hence they have high academic ability as well as highly developed reasoning skills (Gagné, 1985(Gagné, , 1998. The literature reports that gifted students in schools present challenges.…”

Section: Attitudes Towards and Passion For Sciencementioning

confidence: 99%

An Exploratory Case Study of Olympiad Students’ Attitudes towards and Passion for Science

Oliver

Venville

2011

International Journal of Science Education

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Section: Attitudes Towards and Passion For Sciencementioning

confidence: 99%

An Exploratory Case Study of Olympiad Students’ Attitudes towards and Passion for Science

Oliver

Venville

2011

International Journal of Science Education

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“…No acknowledgment of the potential underachiever is made. Giftedness can be defined using Gagné's (1985) differentiated model of giftedness, corresponding to competence that is distinctly above in one or more domains of ability. Gagné (1991;cited in Gross, 1993) believes that gifted underachievers should be correctly defined as the potential to perform at a level significantly in advance of what might be expected at one's age.…”

Section: Identification and Testingmentioning

confidence: 99%

Optimising the Learning of Gifted Aboriginal Students

Garvis¹

2006

International Journal of Pedagogies and Learning

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“…Tek boyutlu yaklaşımlarda genel zihinsel güce yüksek düzeyde sahip olunması biçiminde tanımlanmaktadır (Sperman, 1904). Çok boyutlu yaklaşımlarda ise üstün zekâlılık bir veya daha fazla alanda ortaya çıkabilen üst düzey performans olarak değerlendirilmektedir (Detaylı bilgi: Gagne, 2000Gagne, , 2004Gagne, , 2005Heller, Perlett ve Lim, 2005;Karolyi, Ramos-Ford ve Gardner, 2003;Renzulli, 2004Renzulli, , 2005aRenzulli, , 2005bSternberg, 2000Sternberg, , 2005Sternberg, , 2009). …”

Section: Introductionunclassified

Yaratıcılık – Zekâ İlişkisi: Yeni Deliller

Şahin¹

2014

İlköğretim Online

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ABSTRACT. Threshold theory is one of the theories which is used to explain the relationship between creative thinking skills and intelligence. According to this theory, an individual is supposed to have at least moderate intelligence to perform creative activities. However, it has been seen that there is a greater relationship between the creativity potential and intelligence of individuals with an average intelligence, whose score is 120 or less, than those with an intelligence score of 120 or more. The research was maintained in the descriptive pattern out of survey models. The aim of this study is to investigate the relationship between creativity potentials of primary school students and general intelligence level. In the study, 16.839 students from 24 different primary schools in Istanbul were pre-assessed. An intelligence and creativity test was applied to 330 students who were considered to be gifted. According to the research results, while there was not a significant relationship between the intelligence and creativity scores of highly gifted students, there is a significant low positive relationship between the scores of average-mildly intelligence students and moderately gifted students. These results are in accordance with the threshold theory. Also, intelligence could only explain the 5% of the general creativity. Key Words: Threshold theory, creativity potential, gifted. SUMMARY Purpose and significance:In the international literature, there are contradictory results in the studies which investigated Threshold theory. In Turkey, a study which investigated Threshold theory has not been found. The general aim of this study is to examine the relationship between the creativity potentials of primary schools students (Grades 1-3) and general intelligence level. The study is the first study in the national literature, and also its findings present new evidence on Threshold theory. Methods: The research was maintained in the descriptive pattern out of survey models. The study was conducted in a district of Istanbul. In the study, 16.839 students from 24 different primary schools in Istanbul were preassessed. An intelligence and creativity test was applied to 330 students who were considered to be gifted. WISC-R and Torrance Test of Creative Thinking were used to compile data. While analyzing the data, Pearson Correlation Analysis, Spearman-Brown Correlation Analysis, and Simple Regression Analysis were used. Result: 113 first-grade, 89 second-grade and 128 third-grade primary school students (130 females and 200 males) participated in the study. Firstly, the students were divided into three groups; average-mildly intelligence students, moderately gifted students and highly gifted students. Then, students' intelligence scores were compared with total TTCT scores and fluency, originality, elaboration, abstractness of titles and resistance to premature closure sub-scores. It was found out that there was a significant medium positive relationship (r=.33, p<.05, R=.11) between the intelligence and elaboration ...

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Giftedness and Talent: Reexamining a Reexamination of the Definitions

Cited by 306 publications

References 15 publications

An Exploratory Case Study of Olympiad Students’ Attitudes towards and Passion for Science

An Exploratory Case Study of Olympiad Students’ Attitudes towards and Passion for Science

Optimising the Learning of Gifted Aboriginal Students

Yaratıcılık – Zekâ İlişkisi: Yeni Deliller

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