
Explorations in Giftedness
By: Robert J. Sternberg, Linda Jarvin, Elena L. Grigorenko
Paperback | 30 September 2010
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318 Pages
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Industry Reviews
"Explorations in Giftedness presents readers with a concise analysis of essential topics in the field of giftedness and gifted education. The authors tackle thorny issues of why and how we identify and serve children with advanced academic abilities by providing research-based strategies for developing policy and system-wide practice. Anyone wanting to be well grounded in the field and satisfied that the goals of their efforts will lead to generations of ethical contributors and innovators on the part of gifted individuals will be well served by this volume." - Rena F. Subotnik, Director, American Psychological Association Center for Psychology in Schools and Education
"....Set in a brief but respectful context describing competing points of view, the authors' work builds primarily on Sternberg's triarchic theory of successful intelligence (i.e., analytic, practical, and creative abilities), and his signature attention to the importance of wisdom, ethical behavior, and cultural context to what constitutes giftedness is manifest. By focusing on giftedness as "developing expertise," the authors integrate disparate views and, in line with their own position, apply analytic, practical, and creative approaches to controversial issues.... Recommended...." -N.M. Robinson, emerita, University of Washington, CHOICE
"...If you are looking for a place where Sternberg's enormous body of work on talent, abilities, intelligence, insight, reasoning, creativity, wisdom, expertise, and giftedness is pulled together into one book, this is the book for you.... provided practical guidance for parents, psychologists, and educators who wish to foster the development of exceptional abilities in all children.... Educators wanting to use the book with their graduate students will want to provide careful guidance, in which case Explorations in Giftedness could happily be used to stimulate discussion of the big questions in the field..." -Dr. Dona Matthews, Hunter College, City University of New York, PsycCRITIQUES
| Preface | p. xiii |
| What Is Giftedness? | p. 1 |
| The Pentagonal Theory for Identifying the Gifted | p. 2 |
| The Excellence Criterion | p. 2 |
| The Rarity Criterion | p. 3 |
| The Productivity Criterion | p. 4 |
| The Demonstrability Criterion | p. 5 |
| The Value Criterion | p. 6 |
| Testing the Pentagonal Theory | p. 7 |
| Implications of the Pentagonal Theory | p. 8 |
| Do We Still Need a Label of "Giftedness"? | p. 10 |
| Myths about Giftedness | p. 11 |
| Theories of Giftedness | p. 14 |
| No Conception | p. 14 |
| IQ and Related Constructs | p. 17 |
| IQ Plus Other Qualities | p. 24 |
| Renzulli | p. 24 |
| Tannenbaum | p. 26 |
| Sternberg and Zhang | p. 26 |
| Feldhusen | p. 27 |
| Haensly, Reynolds, and Nash | p. 28 |
| Csikszentmihalyi | p. 28 |
| Winner | p. 29 |
| Gruber | p. 30 |
| Gardner | p. 31 |
| Gagné | p. 31 |
| VanTassel-Baska | p. 32 |
| WICS as a Model of Giftedness | p. 34 |
| Creativity | p. 36 |
| Creative Giftedness as a Confluence of Skills and Attitudes | p. 36 |
| Types of Creative Ideas | p. 39 |
| Intelligence | p. 42 |
| Academic Intelligence | p. 43 |
| Practical Intelligence | p. 44 |
| Relative Importance of Different Aspects of Intelligence and Creativity Over Time | p. 45 |
| Wisdom | p. 50 |
| Synthesis | p. 52 |
| Intelligence and Giftedness | p. 54 |
| Implicit Theories of Intelligence | p. 54 |
| Intelligence Testing | p. 56 |
| History | p. 56 |
| Major Intelligence Scales | p. 57 |
| Psychometric Approaches to Intelligence | p. 58 |
| Spearman: Theory of g | p. 58 |
| Thurstone: Primary Mental Abilities | p. 59 |
| Guilford: Structure of Intellect | p. 60 |
| Cattell, Vernon, and Carroll: Hierarchical Models | p. 61 |
| A Famous Application of the Psychometric Model | p. 62 |
| Cognitive Approaches to Intelligence | p. 62 |
| Inspection Time | p. 63 |
| Choice Reaction Time | p. 63 |
| Lexical Access Speed and Speed of Simultaneous Processing | p. 64 |
| Working Memory | p. 66 |
| The Componential Theory and Complex Problem Solving | p. 67 |
| Biological Approaches to Intelligence | p. 68 |
| Brain Size | p. 69 |
| Speed of Neural Conduction | p. 69 |
| Positron Emission Tomography and Functional Magnetic Resonance Imaging | p. 70 |
| Evolutionary Theory | p. 71 |
| Contextual Approaches to Intelligence | p. 71 |
| Systems Approaches to Intelligence | p. 74 |
| Gardner: Multiple Intelligences | p. 74 |
| Sternberg: The Triarchic Theory of Successful Intelligence | p. 75 |
| True Intelligence | p. 76 |
| The Bioecological Model of Intelligence | p. 77 |
| Improving Intelligence | p. 77 |
| Creativity and Giftedness | p. 82 |
| Mystical Approaches to the Study of Creativity | p. 84 |
| Pragmatic Approaches | p. 84 |
| The Psychodynamic Approach | p. 86 |
| Psychometric Approaches | p. 87 |
| Cognitive Approaches | p. 90 |
| Social-Personality and Social-Cognitive Approaches | p. 93 |
| Evolutionary Approaches to Creativity | p. 94 |
| Confluence Approaches to the Study of Creativity | p. 95 |
| Alternate Approaches to Understanding Kinds of Creative Contributions | p. 98 |
| Wisdom and Giftedness | p. 102 |
| What Is Wisdom? | p. 103 |
| Philosophical Approaches | p. 103 |
| Implicit-Theoretical Approaches | p. 104 |
| Explicit-Theoretical Approaches | p. 106 |
| Generalized Views of the Relationship Between Wisdom and Age | p. 110 |
| Implicit Theories | p. 111 |
| Implicit Theories of Wisdom and Age? | p. 111 |
| Explicit Theories | p. 114 |
| When Does Wisdom First Develop? | p. 114 |
| What Is the Trajectory of Wisdom Throughout the Adult Life Span? | p. 116 |
| Is Wisdom Beneficial? | p. 118 |
| Ethical Giftedness | p. 120 |
| A Multiphase Model for Ethical Behavior | p. 121 |
| Is There an Ethical Giftedness? | p. 127 |
| The Role of Wisdom | p. 129 |
| Giftedness as Developing Expertise | p. 131 |
| The Specifics of the Developing-Expertise Model | p. 134 |
| Elements of the Model | p. 134 |
| Interactions of Elements | p. 137 |
| The g Factor and the Structure of Abilities | p. 137 |
| Taking Tests | p. 141 |
| Giftedness and Culture | p. 144 |
| What Is Culture? | p. 145 |
| What Is Intelligence Across Cultures? | p. 145 |
| What Is Giftedness Across Cultures? | p. 151 |
| Models of the Relationship of Culture to Intelligence | p. 152 |
| Studies of Intelligence and Giftedness in Their Cultural Contexts | p. 155 |
| Children May Develop Contextually Important Skills at the Expense of Academic Ones | p. 158 |
| Children May Have Substantial Practical Skills That Go Unrecognized in Academic Tests | p. 161 |
| Practical Intellectual Skills May Be Better Predictors of Health Than Academic Ones | p. 161 |
| Physical Health May Moderate Performance on Assessments | p. 162 |
| Dynamic Testing May Reveal Cognitive Skills Not Revealed by Static Testing | p. 163 |
| Culture-Fair and Culture-Relevant Testing | p. 165 |
| Conclusion | p. 166 |
| Learning Disabilities, Giftedness, and Gifted/LD | p. 168 |
| Understanding Giftedness, Learning Disabilities, and Gifted-LD in Terms of the Model of Giftedness as Developing Expertise | p. 169 |
| Strengths of Gifted Students with Learning Disabilities | p. 172 |
| Doing Better | p. 173 |
| Identifying the Gifted | p. 177 |
| Standardized Tests | p. 177 |
| Types of Standardized Tests | p. 179 |
| Assessing Test Quality | p. 185 |
| Statistical Concepts Underlying Test Scores | p. 191 |
| Types of Scores | p. 191 |
| Let's Be a Bit More Precise | p. 192 |
| Issues and Concerns in Standardized Testing | p. 194 |
| Test Bias | p. 194 |
| The Rainbow Project | p. 196 |
| Methodological Considerations | p. 197 |
| Findings | p. 200 |
| The Kaleidoscope Project | p. 203 |
| The Aurora Project | p. 206 |
| Limitations | p. 209 |
| Educating the Gifted | p. 213 |
| Teaching and Assessing the Gifted for WICS | p. 213 |
| Potential Objections to Teaching for Successful Intelligence with Replies | p. 221 |
| Some Instructional Data | p. 224 |
| Aptitude-Treatment Interaction Study | p. 225 |
| Social Studies and Science Study | p. 226 |
| Reading Study | p. 227 |
| Study on Teaching for Successful Intelligence in Language Arts, Mathematics, and Science in Grade 4 | p. 227 |
| Why Teaching for Successful Intelligence Works | p. 229 |
| Teaching for Wisdom | p. 230 |
| The Role of Wisdom in Education and Society | p. 230 |
| Implications of Teaching for Wisdom | p. 233 |
| References | p. 237 |
| Index | p. 283 |
| Table of Contents provided by Ingram. All Rights Reserved. |
ISBN: 9780521740098
ISBN-10: 0521740096
Published: 30th September 2010
Format: Paperback
Language: English
Number of Pages: 318
Audience: College, Tertiary and University
Publisher: Cambridge University Press
Country of Publication: GB
Dimensions (cm): 22.86 x 15.24 x 1.7
Weight (kg): 0.43
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This product is categorised by
- Non-FictionEducationTeaching of Specific Groups with Special Educational NeedsTeaching of Gifted Students
- Non-FictionPsychologyChild & Developmental Psychology
- Non-FictionEducationEducational Psychology
- Non-FictionPsychologyCognition & Cognitive PsychologyIntelligence & Reasoning
- Non-FictionPsychologyCognition & Cognitive Psychology























