Differentiating features of gifted children and dealing with high IQ societies
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1) Gifted children can be identified through signs like fast learning, deep feelings, strong memory, curiosity, and advanced vocabulary. Formal IQ testing is needed for reliable assessment of giftedness. 2) Family and schools must support gifted children by allowing them to pursue their interests and providing acceleration and enrichment opportunities. 3) Mathematical giftedness involves complex thinking processes like pattern recognition, representation changing, and problem posing rather than just computational skills. Formal tests assess these higher-order thinking abilities.
Differentiating features of gifted children and dealing with high IQ societies
- 1. Marco Ripà IDENTIFYING GIFTED AND TALENTED CHILDREN THROUGH IQ TESTING 12th Asia Pacific Conference on Giftedness Dubai, July 15, 2012
- 2. Problem statement It is not so difficult for a parent to appreciate better his son’s exceptionality status. Without taking a standardized IQ test, it is possible to look at some signs which are common in gifted children, especially for those in the age range 3-11.
- 3. What are the most important signs that usually reveal gifted children? The two most evident differentiating features, that characterize a gifted child, are the boring signs he/she gives when is in a regular classroom or during a common life family discussion and his/her hyperactivity status. A bored pupil, who alternate very smart answers to clear boring symptoms, would be a good Mensa member candidate. A gifted child is able to understand a given topic faster than coetaneous, but his first characteristic/obstacle is the considerable difference between him and others.
- 4. It is very important for a child to be understood and accepted by his family, because gifted children commonly feel different from others, even if they do not know “why”. Giftedness could be a double blade peculiarity: a great advantage if used well or a terrible handicap in the worst environmental situations. A few years ago, a very smart friend of mine sent me a message containing the most important sentence which I have read/listened on the topic: Average gifted people usually have problems, but profoundly gifted ones usually have big PROBLEMS.
- 5. Education is a fundamental human right and it would be suitable to individual needs and capabilities as much as possible. With specific regards to giftedness, it is vital to recognize in time human capital if we want safeguard it: “Nurturing talent-growing potential”. The first step in this direction is to Sustaining individual capabilities train teachers to discovery gifted we contribute to personal psychical good health, but there children and to intervene in the is more: it is a real strategic most correct way (both resource, direct to social individually and in classroom). development and human Sometimes it is not simple to progress. Investing on talent will bring benefits not only to interact with gifted economy, innovation and pupils, especially when a teacher employment, but will also help have to respond to their social cohesion, progress and existential questions plus a lot of competitiveness, promoting the growth of the Knowledge curiosities and inquisitiveness. Society.
- 6. It is generally accepted that giftedness is influenced by heredity, environment and school. These factors are taken into consideration by Hollingworth’s approach starting from 1922 (while Terman’s and Galton’s models did not take into account external factors – i.e. school and environment). Most recent models, such as Renzulli’s Three-Ring conception of giftedness, are based on the interaction between some weakly related factors. Giftedness (subdivided into different levels) is given by a particular conjuncture of both internal and external factors. This idea is clear in Mönks’ multifactor model too, in which the author considers three internal elements (motivation, creativity, exceptional abilities) plus three external factors (school, family, peers).
- 7. Factors interacting each other… Renzulli’s Three-Ring conception Mönks’ Multifactor model of of giftedness (1978) giftedness (1992)
- 8. Tannembaum’s perspective Aptitude in a specific area Chance (sagacity/accident) Non-intellective Environmental supports facilitators (dedication and Giftedness (mainly Mönks’ sacrifice) external factors) General intelligence ability
- 9. Weinert’s analysis (2000): gifted pupils’ DNA Great speed of learning Gifted pupils Great profoundness and distinctive High meta-cognitive competencies level of learning comprehension charateristics High creative abilities Intelligent organization of knowledge
- 10. Running through Gardner’s Multiple Intelligences theory, the development of this approach led us to most recent and complex models, which consider a lot of new elements, identifying a wide set of children characteristics as relating to general intelligence ability: • an extensive and detailed memory; • a precocious language and larger vocabulary than coetaneous; • advanced communication skills; • intelligent questions asking; • the ability to identifying key points/characteristics on new concepts or problems; • quick learning information ability; • logic using to reach common sense answers; • a broad base of knowledge; • complex concepts and abstract ideas understanding; • capability to use analogical thinking; • problem solving or reasoning; • relationships observation and connections sight; • difficult/unusual problems solving skills; • use of principles and form generalizations during new situations; • curiosity plus learning desire; • conscientious work and high degree of concentration in his interests areas; • multiple symbol systems understanding/use; • reflectiveness about learning.
- 11. It is not very hard to recognize a gifted child between 3 and 11 years of age: we need to pay attention to only seven primary clues. The following list contains holistic indications to look at these evidences: 1) A succinct answer is not enough for him: he asks “Why?” and, sometimes, polemicizes about the explanation given. 2) He is bored when someone asks him to study again something that he already knows. 3) At age 3-4, after he has listened a few times a story, he is able to correct the teller if there are some differences with the previous versions. 4) He shows a high degree of concentration plus a strong sense of duty and self-determination. 5) He feels a great empathy with others and is affected by the suffering or sorrow of another child (sympathy), thus he shows compassion for him. 6) He has a rich vocabulary: he knows a lot of words and varies adjectives. 7) He is able to memorize many routes and places (e.g. remembering the road between school and home).
- 12. Urban myths about giftedness… There are many myths about giftedness which have made worse environmental (family, school, peers) gifted children situation. 1) Gifted children do not need help during their life. 2) Gifted children find enough challenges in a regular classroom. 3) Gifted children pull-up the class level becoming a model for coetaneous. 4) All children are gifted in a particular way. 5) Acceleration opportunities are socially harmful for gifted children. 6) Elitism in gifted children programs is bad/wrong. 7) A poor grades student cannot be gifted. 8) Gifted students are fine, popular and happy in school. 9) A student with learning disability (e.g. dyslexia) cannot be gifted. 10) Gifted pupils’ programs/education is too expensive.
- 14. Make the child conscious that Extinguishment we accept him as he is Basic rules to sustain Empathy a gifted little boy Positive Control reinforcement
- 15. • Obviously, to be “hyperactive” does not automatically mean to be “gifted”, even if these characteristics are very often co-present in the same child. A reliable way to assess giftedness is to take a professional (supervised) IQ test, administered by a trustworthy psychologist (WISC-IV, Raven’s Progressive Matrices, SB5). • The main risk, if school and family do not recognize in time a gifted/talented child, is to put him in conflict with his environment. A hard situation to manage. In fact, the pupil could be marginalized by coetaneous, rebuked by teachers and family. • In Italy, 8 out 100 children are gifted/talented and a performance at or above 1.33 s.d. from the mean on a qualitative IQ test would be a good sign of high abilities (creativity, giftedness, talent).
- 16. A "common" story Today, in a lot of countries, governments have not fully understood the importance of investing on giftedness and talented youth. Unfortunately, Italy is one of them and I have touched by myself teachers’ incomprehension and friends’ misunderstanding. My family has not known my real situation until, as an adult, I took the first IQ test, scoring in the extremely gifted range.
- 17. My personal journey... • After my 23th birthday, I started to join a lot of high IQ societies and analogous groups, looking for interesting discussions, challenging problems and people with similar personal experiences, rather than strong skills in a given field. • During that period, I began to understand better myself talking with other gifted people. • I founded a web based high IQ society (February 18, 2010) with the aim to try to help gifted pupils in my home country’s schools. A few children younger than 16 joined the sPIqr Society, benefitting from the mutual interaction with their peers, dealing with their topics of interest. In this virtual cafe, some members had discovered that their situation is quite common in other countries and schools (in the same way about me). At the moment, sPIqr counts 60+ prospective/full members.
- 18. I was not a social guru or a high academic achiever, I remember things easily. Since when I was a toddler, I was always alone in kindergarten... At the first day of school, the teacher thought I had autism, I just did not respond, but later I came to be the best student in my class. I rarely studied, almost never did and never liked it. I was averted to school and since the other kids did not understand me, they called me retarded. I played like a normal child, only with more elaborated stories and (despite not having much scientific knowledge) I had a way to grasp things, such as Big Bang and Newton’s laws. My world began to collapse when I went to 5th grade, I started to fall in love, get beaten up every day at school and my grades started to get lower. My GPA went from 86% to 58% and that is the way it stays now. They thought I was stupid. At times, I thought I was stupid too. In 7th grade I started to get back at the system, I was an outsider, cursed a lot and miserable: Good thing those days are over! A year later I decided, I was going to prove just how intelligent I am to everyone, I took the WISC IQ test at my psychologist scoring 182 out of 190 (σ=24). I changed school for the second time and the bullying stopped, but then again, I was not getting challenged by the rudimentary work at school, I was always leaving classes, I wish there was gifted classes on my country, I wish I have had that chance...
- 19. A little hint According to my personal point of view, the very first step that every gifted child have to face up during his growing process, is to become aware of his diversity status from average people/neurotypicals. To be a member of a few high IQ societies, reading their mailing lists and talking with other gifted people, could be a great assistance for a gifted student, especially during early adolescence (probably the most difficult period of our life).
- 20. Conclusion Gifted children show distinguishing signs related to fast learning, deep feelings, strong memory, great curiosity, boring symptoms when they have to repeat something they have just done once and wide vocabulary. These characteristics should let parents aware that their soon could be gifted, pushing them to ask for a reliable IQ test. The psychologist who administer the test will be able to support the family. Family (in primis) and school (in secundis) have to sustain the child, letting him to achieve his best, allowing him (at the same time) to elaborate main distinctive interests. In particular, school would support gifted pupils through acceleration (skipping one or more scholastic years) curriculum compacting and via curricular enrichment.
- 21. Further details Mathematical talent • Mathematical talent tends to appear at early age in a quite different way than other specific capabilities. • Mathematics is perhaps the field in which to recognize in time a true talent is able to make the difference in future development. In 1976, Russian psychologist Krutetskii singled out three basic components: the capability to obtain information, the capability to process them and finally the capability to stock them in memory. In his vision, the main difference between a mathematics talented child and an average one is in the quality of the internal mental process that make the student able to understand complex concepts easily.
- 22. (1) organizing material; (2) recognizing patterns or rules; (3) changing the representation of the problem and recognizing patterns and rules in this new area; (4) comprehending and working with highly complex structures; (5) reversing and inverting processes; (6) finding related problems.
- 23. In brief… • According to Kiesswetter, mathematical talent is related to complex thinking process. Kiesswetter’s model has been used to construct a specific test for mathematical giftedness (Hamburger F/Jr. Mathematisehe Begabung- HTMB). Its peculiarity is that the focus is not only on the result achieved by the subject but on his ability to use the six activities in problem solving. • Another important element to consider, is that “The ability to pose new problems has been identified as a key indicator of a student's future success in mathematics (Kilpatrick, 1987), of his creativity and depth of mathematical thinking (Kiesswetter 1985; Krutetskii 1976; Silver 1997)”.