5 - Gifted Child Quarterly http/gcq.sagepub.com From the...

Info iconThis preview shows pages 1–3. Sign up to view the full content.

View Full Document Right Arrow Icon
http://gcq.sagepub.com Gifted Child Quarterly DOI: 10.1177/001698620605000101 2006; 50; 5 Gifted Child Quarterly Paula Olszewski-Kubilius From the Editor http://gcq.sagepub.com The online version of this article can be found at: Published by: http://www.sagepublications.com On behalf of: National Association for Gifted Children can be found at: Gifted Child Quarterly Additional services and information for http://gcq.sagepub.com/cgi/alerts Email Alerts: http://gcq.sagepub.com/subscriptions Subscriptions: http://www.sagepub.com/journalsReprints.nav Reprints: http://www.sagepub.com/journalsPermissions.nav Permissions: by Katherine Prammer on April 21, 2009 http://gcq.sagepub.com Downloaded from
Background image of page 1

Info iconThis preview has intentionally blurred sections. Sign up to view the full version.

View Full Document Right Arrow Icon
There are several themes apparent in the articles in this issue of GCQ. These are the role of contexts in dis- covering or developing talent, including diverse contexts such as classrooms with challenging curricula and an achievement-oriented college fraternity; the role of cul- ture in both the identification of giftedness and discovery of talent; patterns of cognitive functioning among gifted children on typically used tests, as well as problem-solv- ing tasks; and the validity of instruments for gifted popu- lations including both gifted children and teachers. Sweetland, Reina, and Tatti investigated perform- ance disparities on the WISC-III. They found that unlike a heterogeneous population, there were many more gifted children with large (greater than 13 points) differ- ences on the Verbal and Performance components of the WISC-III. Specifically, while 32% of the norming popu- lation shows point differences of this size, 69% of their gifted sample did so. The gifted students in this study had scores above 130 on the Full Scale, Performance, or Verbal sections of the WISC-III. The typical pattern for the gifted students were high verbal scores with lower, although typically average or above, performance scores. Thus, these patterns do not raise concerns, but indicate that the cognitive abilities of gifted children are more uneven than those of average children. This research
Background image of page 2
Image of page 3
This is the end of the preview. Sign up to access the rest of the document.

{[ snackBarMessage ]}

Page1 / 3

5 - Gifted Child Quarterly http/gcq.sagepub.com From the...

This preview shows document pages 1 - 3. Sign up to view the full document.

View Full Document Right Arrow Icon
Ask a homework question - tutors are online