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Critically review evidence of genetic and environmental influences on intelligence
Classification of gifted child
Critically review evidence of genetic and environmental influences on intelligence
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Often in our society, and in our educational systems, approximately 3 million gifted children in the United States of America-accounting for “approximately 6% of the student population” -get overlooked and do not receive the guidance that they need to flourish in the world today. These unusually gifted children can be categorized as children with “special needs…not covered by federal laws for the disabled.” To accommodate these special needs, parents, and teachers must understand how these children, and how to deal with their ups, and downs.
To begin, a vital part of gifted children can be found in between their ears. At age 7, kids with higher IQ’s (121-145) have a thinner cortex layer in their brains, and reached peak thickness much later (age 12 compared to 8 or 9 for the average and above average children), then matures more rapidly than the brains of others. A possible explanation of why this pattern of brain development ensues is to provide a larger window of opportunity for brain to grow, and develop other parts of the brain more fully by delaying development of the prefrontal cortex. Gifted minds work a little bit differently from the brains of others. Brock and Fernette Eide described the gifted brains that they studied using functional brain magnetic resonance imaging (fMRI) as “brains on fire”. They were described this way because the brain scans showed “bright red blazes of high metabolic activity [that] burst out all over the scan.” fMRI measures brain activity “by detecting the changes in blood oxygenation and flow that occur in response to neural activity.” In addition to these brains activity in brains, a study from the UC Irvine College of Medicine found that “intelligence levels are correlated with the amoun...
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...er, and be facilitated in applying their skills, and learning higher levels of thinking. Learning alongside others who are around their level, along with regular classes can help children grow; although alternative options exist. Testing, and qualifications for these programs, along with the funding of them can prove difficult, but can be a great asset in the future of these children.
In conclusion, gifted, and talented children do have special needs, as every child has specific needs. However, the nature of this need requires action to help the millions of children who are above average flourish in their learning. The way that the brains of these children work can reveal ways in which they are growing, and the ways in which they could receive guidance. Gifted children are in no way superior to others; they could just use an extra challenge for their eager minds.
Runco, M. A. (2005). Creative giftedness. In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (pp. 295-311). New York: Cambridge University Press.
In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (pp. 201-216). New York: Cambridge University Press. Runco, M. A. (2005). Creative giftedness. In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (pp. 295-311).
Some people work hard their whole life to achieve success and others just seem to be born talented in a certain field that they prevail in. One of the ways an individual can attempt to become successful is by working diligently in school to obtain a proper education. Access to advanced education is key if you would want to become very intelligent and furthermore the so called “gifted programs” in these advanced education systems are supposed to make you even smarter.People have wondered if going through gifted programs would make you more successful in your adult life.There was a man named Richard Terman, who wanted to take a group of kids in these gifted programs, his “Termites”, and track how successful they were later in life. He was hoping to find that the kids that were in advanced classes would in fact become very successful adults and he was right. When his Termites were adults many of them became experts in different fields. Terman measured the success of the chosen people by looking at awards they have achieved and all of the writings that they have published and the amount of these achievements was fairly
The problem associated with how students are chosen to join a gifted and talented program stems from the way that we define giftedness. Because there are countless ways in which any individual can define talent, the government created a federal task force in 1972 to study gifted education in order to standardize the way in which schools choose students for and implement their gifted and talented programs. The task force’s results are known as the Marland Report and include much information as a result of their research, including a decision that a public school’s gifted and talented programs should aim to serve between 3 and 5 percent o...
More food made larger populations possible. Larger populations caused larger villages, which combined into real cities. A true city had real power, including alliances, bargaining, and trading.
Donovan, M. Suzanne and Christopher T. Cross (2002, August). Minority Students in Special and Gifted Education. Retrieved from http://site.ebrary.com.ezproxy2.library.drexel.edu/lib/drexel/-docDetail.action?docID=10032383.
Whitney, C. S. & Hirsch, G. (2011). Helping Gifted Children Soar. A Practical Guide for
During time, as it developed more powerful and more well known, “it became one of the most urbanized societies in the pre-industrial world.” During the peak of its empire, it had one of the largest inhabitants on the planet. The empire had an abundance of cities such as the city of Rome. These cities had features such as: overcrowded slums, busy streets, plazas, imposing public administrative buildings, and so on. The Roman Empire controlled around 2000 "cities". The cities all had they’re own communities which meant they looked after themselves without need from a higher power. The majority of the cities formed a grid like pattern. In these blocks would be located homes for the rich and the poor. Also on the streets would be shops, cafes, workshops and
Kuttler, Ami Flam. “Gifted/IQ Evaluations.” Ami Flam Kuttler, Ph. D 2011. Web. 31 October 2011.
Heward, W. L. (2013). Exceptional children: An introduction to special education (10th ed.). Upper Saddle River, NJ: Pearson.
One of the most controversial things about gifted and talented education is the criterion educators use to identify the gifted and talented. In the past, a student’s intelligence, based on an I.Q. score, was considered the best way to determine whether or not they qualified as gifted. As a result of using this method of identification, many gifted and talented students are not discovered nor are they placed in the appropriate programs to develop their abilities. Talents in the arts or an excellent ability to write are not measured on an I.Q. test but are abilities that may certainly qualify a student as gifted or talented.
Gifted Child Today, 2004: 2000-. Willis Web. City U of New York Lib. 1 Dec
The term “gifted” can mean many things. Up until recently it was the word used to describe people with profoundly high intelligence. Now, adding the words “creative” and “talented”, the category of giftedness has been extended to include not only exceptionally intelligent people, but also people with extraordinary ability in other areas, not just with IQ tests (Drew, Egan, & Hardman, 2002).
The Oxford Dictionary defines intelligence as “the ability acquire and apply knowledge and skills.” Many people are born naturally intelligent, able to grasp and understand concepts easily, with little work. In children, it is easy to separate those born with higher intellectual ability from the rest, because they easily excel in learning. This skill is often lost by those born with it, and through a great deal of work others attain it. In order for an individual to have true intelligence into her adult years, she must foster what gifts she is given, and strive to better her self academically. Even as early as elementary school, many who are born with natural talent begin to fall behind intellectually. These students are often not