Learning Potential in high IQ children: The contribution of dynamic assessment to the identification of gifted children

Learning and Individual Differences

Volumn 21, Issue 2, 2011, Pages 176-181

  Calero, M Dolores ^a   Belen, García Martin M ^a   Robles, M Auxiliadora ^a  

^a UNIVERSITY OF GRANADA   (Spain)

Author keywords

Dynamic assessment; Giftedness; High IQ children; Learning Potential

Indexed keywords

EID: 79952106941     PISSN: 10416080     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.lindif.2010.11.025     Document Type: Article

References (70)

1. Babayeva Y.D., Voiskunovsky A.E. Odarennyi rebenok za komp'yuterom. (Gifted child behind the computer) 2003, Ministry of education of the Russian Federation: Presidential program "Children of Russia".
2. Boling E., Day J.D. Dynamic assessment and giftedness: the promise of assessing training responsiveness. Roeper Review 1993, 16(2):110-113.
3. Borland J.H. Gifted education without gifted children. Conceptions of giftedness 2005, 1-19. Cambridge University Pres, Cambridge. R.J. Sternberg, J.E. Davidson (Eds.).
4. Borland J.H., Wright L. Identifying young, potentially gifted, economically disadvantaged students. Gifted Child Quarterly 1994, 38(4):164-171.
5. Brown A.L., Campione J.C. Psychological theory and the study of learning disabilities. The American Psychologist 1984, 41:1059-1068.
6. Brown S.W., Renzulli J.S., Gubbins E.J., Zhang W., Siegle D., Chen C.H. Assumptions underlying the identification of gifted and talented students. The Gifted Child Quarterly 2005, 49(1):68-79.
7. Budoff M. Measures for assessing learning potential. Dynamic assessment: An interactional approach to evaluating learning potential 1987, 173-195. The Guilford Press, New York. C.S. Lidz (Ed.).
8. Calero M.D., García-Martín M.B., Gómez T. El alumno con sobredotación intelectual. Conceptualización, Evaluación y respuesta educativa 2007, Consejería de Educación. Junta de Andalucía.
9. Calero M.D., García-Martín M.B., Jiménez M.I., Kazén M., Araque A. Self-regulation advantage for high-IQ children: Findings from a research study. Learning and Individual Differences 2007, 17:328-343.
10. Calero M.D., Navarro E. El test de aprendizaje de posiciones: Un instrumento de medida de la plasticidad del anciano deterioro cognitivo leve. Revista de Neurologia 2003, 36(7):619-624.
11. Calvo A. Detection of talent giftedness by means of mental-capacity testing 2004, York University, Canada, AAT MQ99286.
12. Coleman L.J. The power of specialized educational environments in the development of giftedness: The need for research on social context. The Gifted Child Quarterly 1995, 39(3):171-186.
13. Coleman L.J., Cross T.L. Being gifted in school: An introduction to development, guidance and teaching 2001, Prufrock Press, Waco TX.
14. Cross T.L., Coleman L.J. School-based conception of giftedness. Conceptions of giftedness 2005, 52-63. Cambridge University Press, Cambridge. R. Sternberg, J.E. Davidson (Eds.).
15. Fernández-Ballesteros R., Calero M.D. Measuring learning potential. International Journal of Cognitive Education and Mediated Learning 1993, 3(1):9-20.
16. Fernández-Ballesteros R., Calero M.D. Training effects on intelligence of older persons. Archives of Gerontology and Geriatrics 1995, 20:135-148.
17. Fernández-Ballesteros R., Calero M.D. Not all testing is dynamic testing. A comment to: Sternberg & Grigorenko's All testing is dynamic testing. Issues in Education 2001, 7(2):171-174.
18. Feuerstein R., Feuerstein R.S., Falik L.H., Rand Y. The dynamic assessment of cognitive modifiability 2002, The ICEL Press, Jerusalem.
19. Feuerstein R., Rand Y., Hoffman M.B. The dynamic assessment of retarder performers. The learning potential assessment device: Theory, instrument and techniques 1979, University Park Press, Baltimore.
20. Freeman J. Permission to be gifted: How conceptions of giftedness can change lives. Conceptions of giftedness 2005, 80-97. Cambridge University Press, Cambridge. R. Sternberg, J. Davidson (Eds.).
21. Gagné F. Giftedness and talent: Re-examining a re-examination of the definition. Gifted Child Quarterly 1985, 29:103-112.
22. Gagné F. Transforming gifts into talents: The DMGT as a developmental theory. Handbook of gifted education 2003, 60-74. Allyn and Bacon, Needham Heights, MA. N. Colangelo, G.A. Davis (Eds.).
23. Gardner H. Frames of mind: Theory of multiple intelligences 1983, Basic Books, New York.
24. Heller K.A. Identification of giftedness and talented students. Psychology Science 2004, 46:302-323.
25. Heller K.A., Perleth C., Lim T.K. The Munich model of giftedness designed to identify and promote gifted students. Conceptions of giftedness 2005, 147-171. Cambridge University Press, Cambridge. R.J. Sternberg, J.E. Davidson (Eds.).
26. Hickson J., Skuy M. Creativity and cognitive modifiability in gifted disadvantaged pupils. School Psychology International 1990, 11(4):295-301.
27. Jeltova I., Grigorenko E. Systemic approaches to giftedness: Contributions of Russian psychology. Conceptions of giftedness 2005, 171-187. Cambridge University Press, Cambridge. R.J. Sternberg, Davidson (Eds.).
28. Joseph L.M., Ford D.Y. Non-discriminatory assessment: Considerations for gifted education. Gifted Child Quarterly 2006, 50:42-51.
29. Kanevsky L. Dynamic assessment of gifted students. International handbook of giftedness and talent 2000, 283-296. Elsevier, Oxford, UK. K.A. Heller, F.J. Mönks, R.J. Sternberg, R.F. Subotnik (Eds.).
30. Kanevsky L., Geake J. Inside the zone of proximal development: Validating a multifactor model of learning potential with gifted students and their peers. Journal for the Education of the Gifted 2004, 28(2):182-217.
31. Kaufman A.S., Kaufman N.L. K-BIT: Test breve de inteligencia de Kaufman 1997, TEA, Madrid.
32. Laing S.P., Kahmi A. Alternative assessment of language and literacy in culturally and linguistically diverse populations. Language, Speech, and Hearing Services in Schools 2002, 34(4):44-55.
33. Leitis N.S. Vozrastnaya odarennost'shkol'nikov (Developmental giftedness in school children) 2000, Academia, Moscow.
34. Lidz C.S., Macrine S.L. An alternative approach to the identification of gifted culturally and linguistically diverse learners. School Psychology International 2001, 22:74-96.
35. Lidz C.S., Van der Aalsvoort G.M. Usefulness of the application of cognitive functions scale with young children from the Netherlands. Transylvanian Journal of Psychology 2005, 1:82-99.
36. Lohman D.F. An aptitude perspective on talent: implications for identification of academically gifted minority students. Journal for the Education of the Gifted 2005, 28(3/4):333-362.
37. Matthews D.J., Foster J.F. A dynamic scaffolding model of teacher development: The gifted education consultant as catalyst for change. The Gifted Child Quarterly 2005, 49(3):222-233.
38. McCoach D.B., Siegle W.Z. Factors that differentiate underachieving gifted students from high-achieving gifted students. The Gifted Child Quarterly 2003, 47(2):144-154.
39. Mönks F.J., Katzko M.W. Giftedness and gifted education. Conceptions of giftedness 2005, 187-216. Cambridge University Press, Cambridge. R.J. Sternberg, J.E. Davidson (Eds.).
40. Morris E. Studying the meaning of giftedness: Inspiration from the field of cognitive psychology. Roeper Review 2005, 27(3):172-178.
41. Naglieri J.A., Ford D.Y. Increasing minority children's participation in gifted classes using the NNAY: A response to Lohman. The Gifted Child Quarterly 2005, 49(1):29-36.
42. Noel K., Edmunds A.L. Constructing a synthetic-analytic framework for precocious writing. Roeper Review 2007, 29(2):125-132.
43. Passow A.H., Frasier M.M. Toward improving identification of talent potential among minority and disadvantaged students. Roeper Review 1996, 18(3):198-202.
44. Peña E.D., Gillam R.B., Malek M., Ruiz-Felter R. Dynamic assessment of school-age children's narrative ability: An experimental investigation of classification accuracy. Journal of Speech, Language, and Hearing Research 2006, 49(5):1037-1058.
45. Rave J.C. RAVEN: Matrices progresivas escala general 1995, TEA, Madrid.
46. Rea D. Maximizing the motivated mind for emergent giftedness. Roeper Review 2001, 23(3):157-164.
47. Resing W.C.M., De Jong F.M., Bosma T., Tunteler E. Learning during dynamic testing: Variability in strategy use by indigenous and ethnic minority children. Journal of Cognitive and Psychology 2009, 8(1):22-30.
48. Rey A. Epreuves mnésiques et d'apprentissages 1968, Delachaux et Niestlé, París.
49. Schöttke H., Bartram M., Wield K. Psychometric implications of learning potential assessment: a typological approach. Learning potential assessment: Theoretical, methodological and practical issues (pp 253-273) 1993, 387-403. Swets and Zeintlinger, Lisse. J. Hamers, K. Sijtsma, M. Ruijssenaars (Eds.).
50. Selby E.C., Shaw E.J., Houtz J.C. The creative personality. The Gifted Child Quarterly 2005, 49(4):300-317.
51. Sibaya P. Giftedness and intelligence assessment in a third world country: Constraints and alternatives. Gifted Education International 1996, 11(2):107-113.
52. Stanley N.V. Identification of gifted with the Dynamic Assessment Procedure (DAP). Gifted Education International 1995, 10(2):85-87.
53. Sternberg R.J. Beyond IQ: Toward a triarchic theory of intelligence 1985, Cambridge University Press, New York.
54. Sternberg R.J. Wics: A model of giftedness in leadership. Roeper review 2005, 28(1):37-45.
55. Sternberg R., Grigorenko E. The theory of successful intelligence as basis for gifted education. Gifted Child Quarterly 2002, 46:265-277.
56. Stormont M., Stebbins M.S., Holliday G. Characteristics and educational support needs of underrepresented gifted adolescents. Psychology in the Schools 2001, 38(5):413-423.
57. Strong M., Delgado C.F. Identifying cognitively gifted minority students in preschool. Gifted Child Quarterly 2005, 49:199-210.
58. Swanson H.L. Using the Cognitive Processing Test to assess ability: Development of a dynamic measure. School Psychology Review 1995, 24:672-693.
59. Swanson J.D. Breaking through assumptions about low-income, minority gifted students. The Gifted Child Quarterly 2006, 50(1):11-27.
60. Swanson H.L., Lussier C.M. A selective syntesis of the experimental literature on dynamic assessment. Review of Educational Research 2001, 71(2):321-363.
61. Terman L.M. Genetic studies of genius. Mental and physical characteristics of a thousand gifted children 1925, Vol. 1. Stanford University Press, Stanford, CA.
62. Van der Stel M., Veenman M.V. Relation between intellectual ability and metacognitive skilfulness as predictors of learning performance of young students performing tasks in different domains. Learning and Individual Differences 2007, 18:128-134.
63. Van Tassel-Baska J. Acceleration: Strategies for teaching gifted learners. Practical strategies series in gifted education 2005, Prufrock, Waco, TX. F.A. Karnes, K.R. Stephens (Eds.).
64. Van Tassel-Baska J., Feng A.X., de Brux E. A study of identification and achievement profiles of performance task-identified gifted students over 6years. Journal for the Education of the Gifted 2007, 31(1):7-34.
65. Van Tassel-Baska J., Feng A.X., Evans B.L. Patterns of identification and performance among gifted students identified through performance tasks: A three-year analysis. Gifted Child Quarterly 2007, 51(3):218-231.
66. Veenman M.V., Spaans M.A. Relation between intellectual and metacognitive skills: Age and tasks differences. Learning and individual differences 2004, 15:159-176.
67. Vygotsky L.S. Mind in society: The development of higher psychological processes 1978, Harvard University Press, Cambridge, MA.
68. Waldorf M., Wiedl K.H., Schöttke H. On the concordance of the tree reliable change indexes: An analysis appling the dynamic wisconsin card sorting test. Journal of Cognitive Education and Psychology 2009, 8(1):63-80.
69. Weschler D. WISC-R: Escala de inteligencia de Wechsler para niños revisada 1994, TEA, Madrid.
70. Winner E. The origins and ends of giftedness. The American Psychologist 2000, 55:159-169.