The conceptual underpinnings of giftedness: Developmental and educational implications

High Ability Studies

Volumn 17, Issue 2, 2006, Pages 145-158

  Porath, Marion ^a  

^a UNIVERSITY OF BRITISH COLUMBIA   (Canada)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 34548413199     PISSN: 13598139     EISSN: 1469834X     Source Type: Journal    
DOI: 10.1080/13598130601121268     Document Type: Article

References (61)

1. Arnheim, R. (1974) Art and visual perception (Berkeley, University of California Press).
2. Astington, J. W. (1993) The child's discovery of the mind (Cambridge, MA, Harvard University Press).
3. Astington, J. W. & Jenkins, J. M. (1995) Theory of mind development and social understanding, Cognition and Emotion, 9, 151-165.
4. Bamberger, J. (1986) Growing up prodigies: the midlife crisis, in: D. H. Feldman (Ed.) Developmental approaches to giftedness (San Francisco, Jossey-Bass), 265-279.
5. Barab, S. A. & Plucker, J. A. (2002) Smart people or smart contexts? Cognition, ability, and talent development in an age of situated approaches to knowing and learning, Educational Psychologist, 37, 165-182.
6. Bereiter, C. & Scardamalia, M. (1986) Educational relevance of the study of expertise, Interchange, 17(2), 10-19.
7. Bloom, B. S. (Ed.) (1985) Developing talent in young people (New York, Ballantine).
8. Bruner, J. (1986) Actual minds, possible worlds (Cambridge, MA, Harvard University Press).
9. Bruner, J. (1996) The culture of education (Cambridge, MA, Harvard University Press).
10. Case, R. (1985) Intellectual development: birth to adulthood (New York, Academic Press).
11. Case, R. (1991) A developmental approach to the design of remedial instruction, in: A. McKeough & J. L. Lupart (Eds) Toward the practice of a theory-based instruction: current cognitive theories and their educational promise (Hillsdale, NJ, Erlbaum), 117-147.
12. Case, R. (Ed.) (1992a) The mind's staircase: exploring the conceptual underpinnings of children's thought and knowledge (Hillsdale, NJ, Erlbaum).
13. Case, R. (1992b) Neo-Piagetian theories of intellectual development, in: H. Beilin & P. Pufall (Eds) Piaget's theory: prospects and possibilities (Hillsdale, NJ, Erlbaum), 61-104.
14. Case, R. (1996) Modeling the dynamic interplay between general and specific change in children's conceptual understanding, in: R. Case & Y. Okamoto (Eds). The role of central conceptual structures in the development of children's thought, Monographs of the Society for Research in Child Development 67(1-2, Serial No. 246), 156-188.
15. Case, R. & Okamoto, Y. (1996) The role of central conceptual structures in the development of children's thought, Monographs of the Society for Research in Child Development 6/(1-2, Serial No. 246).
16. Case, R., Okamoto, Y., Henderson, B., McKeough, A. & Bleiker, C. (1996) Exploring the macrostructure of children's central conceptual structures in the domains of number and narrative, in: R. Case & Y. Okamoto (Eds). The role of central conceptual structures in the development of children's thought, Monographs of the Society for Research in Child Development, 61 (1-2, Serial No. 246), 59-82.
17. Case, R., Stephenson, K. M., Bleiker, C. & Okamoto, Y. (1996) Central spatial structures and their development, in: R. Case & Y. Okamoto (Eds). The role of central conceptual structures in the development of children's thought, Monographs of the Society for Research in Child Development, 61 (1-2, Serial No. 246), 103-130.
18. Dennis, S. (1992) Stage and structure in the development of children's spatial representations, in: R. Case (Ed.) The mind's staircase: exploring the conceptual underpinnings of children's thought and knowledge (Hillsdale, NJ, Erlbaum), 229-245.
19. Donaldson, M. (1989) The mismatch between school and children's minds, Human Nature March, 155-159.
20. Donovan, M. S., Bransford, J. D. & Pellegrino, J. W. (Eds) (1999) How people learn: bridging research and practice (Washington, DC, National Academy Press).
21. Eisenberg, N. & Mussen, P. H. (1989) The roots of prosocial behavior in children (Cambridge, Cambridge University Press).
22. Feldman, D. H. (1986) Nature's gambit: child prodigies and the development of human potential (New York, Basic Books).
23. Fischer, K. W. & Canfield, R. L. (1986) The ambiguity of stage and structure of behavior: Person and environment in the development of psychological structure, in: I. Levin (Ed.) Stage and structure: reopening the debate (Norwood, NJ, Ablex), 246-267.
24. Fischer, K. W. & Pipp, S. L. (1984) Processes of cognitive development: optimal level and skill acquisition, in: R. J. Sternberg (Ed.) Mechanisms of cognitive development (New York, W. H. Freeman), 45-80.
25. Gardner, H. (1983) Frames of mind. The theory of multiple intelligences (New York, Basic Books).
26. Globerson, T. (1985) Field dependence/independence and mental capacity: a developmental approach, Developmental Review, 5, 261-273.
27. Golomb, C. (1992) The child's creation of a pictorial world (Berkeley, University of California Press).
28. Griffin, S. A., Case, R. & Siegler, R. S. (1994) Rightstart: providing the central conceptual prerequisites for first formal learning of arithmetic to students at risk for school failure, in: K. McGilly (Ed.) Classroom lessons: integrating cognitive theory and classroom practice (Cambridge, MA, MIT Press), 25-19.
29. Keating, D. P. (1990) Charting pathways to the development of expertise, Educational Psychologist, 25, 243-267.
30. Keil, F. C. (1986) On the structure-dependent nature of stages of cognitive development, in: I. Levin (Ed.) Stage and structure: reopening the debate (Norwood, NJ, Ablex), 144-163.
31. Lovell, K. & Shields, J. B. (1967) Some aspects of a study of the gifted child, British Journal of Educational Psychology, 37, 201-209.
32. Lubinski, D. & Benbow, C. P. (2000) States of excellence, American Psychologist, 55, 137-150.
33. Marini, Z. & Case, R. (1994) The development of abstract reasoning about the physical and social world, Child Development, 65, 147-159.
34. McKeough, A. (1992) A neo-structural analysis of children's narrative and its development, in: R. Case (Ed.) The mind's staircase: exploring the conceptual underpinnings of children's thought and knowledge (Hillsdale, NJ, Lawrence Erlbaum), 171-188.
35. McKeough, A., Okamoto, Y. & Porath, M. (2002) A design for development: the legacy of Robbie Case, paper presented at the American Educational Research Association, New Orleans, April.
36. McKeough, A. & Sanderson, A. (1996) Teaching storytelling: a microgenetic analysis of developing narrative competency, Journal of Narrative and Life History, 6, 157-192.
37. Meichenbaum, D. & Biemiller, A. (1998) Nurturing independent learners. Helping students take charge of their learning (Cambridge, MA, Brookline Books).
38. Pariser, D. (1987) The juvenile drawings of Klee, Toulouse-Lautrec, and Picasso, Visual Arts Research, 13, 53-67.
39. Perner, J. (1991) Understanding the representational mind (Cambridge, MA, MIT Press).
40. Porath, M. (1991) Educational implications of a developmental perspective on giftedness, Exceptionality Education Canada, 1(4), 61-77.
41. Porath, M. (1992) Stage and structure in the development of children with various types of 'giftedness', in: R. Case (Ed.) The mind's staircase: exploring the conceptual underpinnings of children's thought and knowledge (Hillsdale, NJ, Erlbaum), 303-317.
42. Porath, M. (1993) Gifted young artists: developmental and individual differences, Roeper Review, 16, 29-33.
43. Porath, M. (1996) Narrative performance in verbally gifted children, Journal for the Education of the Gifted, 19, 276-292.
44. Porath, M. (1997a) A developmental model of artistic giftedness in middle childhood, Journal for the Education of the Gifted, 20, 201-223.
45. Porath, M. (1997b) Gifted children's understanding of intelligence, Roeper Review, 20, 95-98.
46. Porath, M. (2000) Social giftedness in childhood: a developmental perspective, in: R. C. Friedman & B. M. Shore (Eds) Talents unfolding: cognitive and developmental frameworks (Washington, DC, American Psychological Association), 195-215.
47. Porath, M. (2001) Young girls' social understanding: emergent personal expertise, High Ability Studies, 12, 113-126.
48. Porath, M. (2003a) Building understanding of human intentionality: A narrative intervention study with 5-year-olds, paper presented at the International Reading Association, Orlando, May.
49. Porath, M. (2003b) Social understanding in the first years of school, Early Childhood Research Quarterly, 18(4), 468-484.
50. Porath, M. (2004a) The conceptual underpinnings of giftedness: developmental and educational implications, paper presented at the Canadian Society for the Study of Education, University of Manitoba, May.
51. Porath, M. (2004b) Narrative thought in early childhood: early signs of giftedness, paper presented at the European Council for High Ability, University of Navarra, Pamplona, Spain, September.
52. Porath, M. (2006) Leadership in early childhood: what makes giftedness? Manuscript submitted for publication.
53. Porath, M. & Arlin, P. K. (1997) Developmental approaches to artistic giftedness, Creativity Research Journal, 10, 241-250.
54. Project Zero & Reggio Children (2001) Making learning visible: children as individual and group learners (Reggio Emilia, Reggio Children).
55. Rinaldi, C. (1997) A measure for friendship, in: M. Castagnetti & V. Vecchi (Eds) Shoe and meter (Municipality of Reggio Emilia, Reggio Children), 101-103.
56. Roeper, A. (1978) Some thoughts about Piaget and the young gifted child, Gifted Child Quarterly, 22, 252-257.
57. Schneider, B. (1993) Children's social competence in context (Tarrytown, NY, Pergamon Press).
58. Scruggs, T. E. & Mastropieri, M. A. (1990) Mnemonic instruction for students with learning disabilities: what it is and what it does, Learning Disabilities Quarterly, 13, 271-280.
59. Subotnik, R. F. & Jarvin, L. (2005) Beyond expertise: conceptions of giftedness as great performance, in: R. J. Sternberg & J. E. Davidson (Eds). Conceptions of giftedness (2nd edn) (New York, Cambridge University Press), 343-357.
60. Webb, R. A. (1974) Concrete and formal operations in very bright 6- to 11-year-olds, Human Development, 17, 292-300.
61. Winner, E. (1982) Invented worlds: the psychology of the arts (Cambridge, MA, Harvard University Press).