Submitted by Eunice Novais (enovais@uepg.br) on 2018-04-25T18:43:42Z No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) Elisemare Viapiana Pelenz.pdf: 7586627 bytes, checksum: 03050e24912a47c32e5ba62708cb23b2 (MD5) / Made available in DSpace on 2018-04-25T18:43:42Z (GMT). No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) Elisemare Viapiana Pelenz.pdf: 7586627 bytes, checksum: 03050e24912a47c32e5ba62708cb23b2 (MD5) Previous issue date: 2018-02-20 / Essa pesquisa tem por objetivo subsidiar os docentes nas atividades de matemática relacionadas aos conteúdos de matrizes e sistemas lineares, tendo em vista as habilidades e competências estabelecidas pela Matriz de Referência do Exame Nacional do Ensino Médio (ENEM). Para isso, foram realizadas pesquisas bibliográficas e análises documentais com o intuito de caracterizar o estudo de matrizes e sistemas lineares no âmbito escolar, considerando tais competências e habilidades. Em seguida foram selecionadas algumas questões que compuseram o ENEM no período de 2009 a 2017 para aplicação da atividade com 1 turma da 2a série e 1 turma da 3a série do ensino médio, de uma escola do campo no município de São Miguel do Iguaçu - Paraná. Este processo foi categorizado em um estudo de caso, abrangendo a competência de área 5 da Matriz de Referência do ENEM, “Modelar e resolver problemas que envolvem variáveis socioeconômicas ou técnico científicas, usando representações algébricas”. A partir da aplicação dessa atividade foram feitas as análises das diferentes estratégias de resolução e os tipos de erros envolvidos, buscando oferecer um suporte didático ao trabalho do docente no sentido de desenvolver nos alunos as competências e habilidades requeridas. / This research aims to subsidize mathematics educators towards matrices and linear systems, given the competences and abilities established by the Reference Matrix of The National Exam of High School (ENEM). For those purposes, bibliographical studies and documentary analyzes were carried out with the goal of characterizing the study of matrices and linear systems within the school environment attending to compentences and abilities. Next, some questions featured in ENEM from 2009 to 2017 were selected to be resolved by one class taking the 2nd grade and one taking the 3rd year of a rural high school in the municipality of São Miguel do Iguaçu – Paraná. This process was categorized as a study of case, reaching the competence of area 5 from the ENEM’s Reference Matrix, “Modeling and solving problems that involve socioeconomic or scientific variables, using algebraic representations”. From the application of this activity analyzes were made on the different strategies to resolving the kinds of mistakes involved, seeking to offer didactic support to the work of the teacher in the sense of developing in students the skills and abilities required.

Investigações das evidências de validade dos testes devem ser contínuas, a fim de aprimorar aspectos teóricos e empíricos, abrangendo o significado dos escores do teste, as consequências e sua utilidade. A presente tese investigou evidências de validade Benton Visual Retention Test ou Teste de Retenção Visual de Benton (BVRT) para a avaliação da memória visual e habilidades visuoconstrutivas na amostra total de normatização do teste no Brasil. Mais especificamente, investigaram-se a Administração A (Memória) e Administração C (Cópia) do BVRT. O primeiro estudo aborda aspectos históricos e conceituais da avaliação neuropsicológica na interface com a Psicometria, as principais funções neuropsicológicas avaliadas pelo BVRT e suas bases neurais. Os três capítulos empíricos investigam fontes de evidência de validade do teste utilizando diferentes técnicas de análise de dados. No Capítulo II, por meio da Modelagem de Rasch, observou-se a necessidade de incluir itens nos dois extremos da escala logit para a Administração C (Cópia). A análise também forneceu uma proposta de avaliação considerando a dificuldade específica de cada item. O Capítulo III investigou a influência de outras variáveis no BVRT tendo se encontrado padrões em forma de U-invertido em função da idade, da infância até a terceira idade, principalmente na memória visual, avaliada pelo BVRT. Ainda, a Modelagem de Equações Estruturais permitiu identificar um efeito fixo da variável Quociente Intelectual (QI) na Administração A (Memória) do BVRT em diferentes grupos etários, sendo que nos grupos dos adultos e idosos observou-se uma relação positiva e significativa entre os anos de estudo e o desempenho no BVRT. No Capítulo IV, realizou-se a comparação de um grupo clínico de pacientes pós-Acidente Vascular Cerebral unilateral e um grupo controle, emparelhado por idade e anos de estudo, e encontrou-se um pior desempenho do grupo clínico no teste, principalmente na Administração C (Cópia). Em complemento, o método de série de casos, evidenciou dissociações fortes e clássicas entre as duas administrações do BVRT. As evidências de validade do BVRT investigadas na presente tese reforçam a necessidade de aprimoramento das características dos itens do teste e ressaltam a importância de se considerar variáveis sociodemográficas, como a idade e anos de estudo, e variáveis cognitivas como o QI na determinação do desempenho do BVRT. A tese contribui para as investigações de diferentes fontes de evidências de validade para o BVRT em amostras brasileiras. A utilidade do BVRT na avaliação clínica de pacientes pós-AVC foi evidenciada, uma vez que o teste permitiu a investigação de déficits de memória visual e habilidades visuoconstrutivas separadamente, o que pode implicar no melhor planejamento dos programas de reabilitação de pacientes. / Tests evidence validity investigations should be continuous to improve theoretical and empirical issues, including scores meaning, consequences and utility. This doctoral dissertation investigated Benton Visual Retention Test (BVRT) evidence validity in evaluating visual memory and visuo-constructive abilities in Brazilian total norming sample of the test. Specifically, were investigated de Adminstration A (Memory) and Administration C (Copy) from BVRT. Chapter I consisted of a review about historical and conceptual aspects in neuropsychology evaluation in relation to psychometrics, the main neuropsychological functions evaluated by BVRT and its neural basis. Three empirical studies were performed in relation to sources of validity evidence using diferent data analysis tecniques. In Chapter II we used Rasch analisys and observed the need of itens in both extremes of logit scale for the Administration C (Copy). In addition, a new strategie of interpretation considering the itens difficulty was presented. Chapter III investigated variables influences on the BVRT scores and showed an inverted-U shaped trend considering the age, in childhood to old age, mainly in visual memory evaluated with BVRT. Still, using Structural Equation Modelling in different age groups we identified a fix effect for IQ in Administration A (Memory) of BVRT and a positive and significative relation between years of shooling and the BVRT performance in adults and old age groups. Last, in Chapter IV, we did a comparative study between a clinical group of unilateral stroke patients and a control group paired by age and years of schooling, and we found a worst performance in the clinical group, mainly at Administration C (Copy). Also, the case series method showed strong and classic dissociations between both BVRT administrations. This doctoral dissertation investigated different sources of evidence validity in Brazilian samples. The results highlighted the utility of the test in clinical evaluation of stroke patients considering that BVRT allowed the evaluation of visual memory and visuoconsttructive abilities separately, what can imply a better planning of patient’s rehabilitation programs.

Läraren fyller en viktig roll för att elever ska utveckla sina matematiska förmågor som bland annat innefattar att tillhandahålla eleverna med återkoppling som syftar till att ta elevernas lärande vidare. Syftet med denna studie är att utifrån ett lärarperspektiv undersöka hur lärare som undervisar i matematik i årskurs 1-3 beskriver att arbete med återkoppling sker vid bedömning för att bidra till att elever utvecklar sina matematiska förmågor. För att kunna uppnå studiens syfte och frågeställningar har tre fokusgruppintervjuer genomförts med lärare som undervisar matematik i årskurserna 1-3. Det insamlade materialet har analyserats utifrån ett fokus på olika sorters återkoppling som förkommer i matematikundervisningen samt olika fokus som dessa kan ha. Resultatet visar att olika sorters framåtriktad återkoppling, målinriktad återkoppling och återkoppling förekommer i matematikundervisningen för att på olika sätt bidra till elevers utveckling av de matematiska förmågorna. Vidare visar resultatet att återkopplingens fokus har betydelse för hur återkopplingen bidrar till att utveckla elevers matematiska förmågor. De slutsatser som har dragits utifrån studiens resultat är att återkoppling som ges på ett medvetet och effektivt sätt är av stor vikt för att bidra till elevers utveckling av matematiska förmågor. / <p>Matematik</p>

Social cognitive abilities are needed to process and understand social information in order to respond appropriately in everyday social interactions. While there are a number of tests that have been developed to measure social cognition in the literature, many have important limitations such as only assessing one ability, performance being predicted by measures of intelligence and exhibiting low ecological validity. To address some of these limitations, I developed a new test called the Edinburgh Social Cognition Test (ESCoT). The ESCoT is an animated test that assesses four domains of social cognition: cognitive Theory of Mind (ToM) (What is X thinking?); affective ToM (How does X feel at the end of the animation?); interpersonal understanding of social norms (Did X behave as other people should behave?); and intrapersonal understanding of social norms (Would you have acted the same as X in the animation?). The aims of this thesis were to examine the validity of the ESCoT as a test of social cognition and to further investigate social cognitive processes in healthy and neurological populations. The ESCoT was firstly administered to a healthy population of older, middle-aged and younger adults to examine the effects of ageing on social abilities. This study found that the ESCoT was sensitive to age; poorer performances on cognitive and affective ToM and also interpersonal but not intrapersonal understanding of social norms were predicted by older age. Furthermore unlike traditional tests used in the study, performance was not predicted by measures of intelligence. Instead, the sex of participants and autistic-like traits, in addition to age were found to be important for performance. The ESCoT was then validated in a sample of adults with Autism Spectrum Disorder (ASD), and performance was compared to performance on established social cognition tests. Convergent validity was demonstrated in the study and the ESCoT was sensitive to social cognitive difficulties found in ASD. This study also showed that the ESCoT was more effective than existing tests at differentiating ASD adults and neurotypical controls. The interplay of social anxiety and empathy on ESCoT performance in addition to further exploring sex and autistic-like traits were then examined in a younger adult population. Social anxiety and empathy were not significant predictors of performance on the ESCoT. Similar to the results of the ageing study, this study found that women were better than men on affective ToM. However, unlike the ageing study, better cognitive ToM performance was predicted by older age. Better performance on interpersonal understanding of social norms and ESCoT total scores were predicted by more years of education. The subsequent chapter then examined the clinical efficacy of the ESCoT in a patient population (Alzheimer's disease, behavioural-variant Frontotemporal dementia and amnestic mild cognitive impairment). Here performance on the ESCoT was compared between the patients and neurotypical controls. It was found that patients performed poorer than neurotypical controls on ESCoT total scores, affective ToM, inter-and intrapersonal understanding of social norms. The final chapter returned to healthy ageing to more closely investigate the consequences of healthy ageing on social cognitive processes, by examining the positivity bias (preference for positive over negative stimuli) found in older adults using an attention paradigm. There was no evidence of the positivity bias in older, middle-aged and younger adults in regards to reaction time or accuracy. However, older and middle-aged adults differed in accuracy across stimuli type compared to younger adults. This thesis offers novel insights into the social cognitive abilities of various populations. The ESCoT presents a new, informative and validated test of social cognition for researchers and clinicians to use, which has many advantages over established tests of social cognition.

This dissertation introduces CrossFit as one of the new directions in fitness and is based on information which is commonly available. The main, research segment of the dissertation focuses on the level of kinetic abilities and the effect on general physical fitness from regular exercise by following the CrossFit program. The research was conducted on students who were following a fitness program while the writer was studying at Gerlev sport academy in Denmark.

Made available in DSpace on 2016-07-27T13:54:09Z (GMT). No. of bitstreams: 1 Orlando Barbosa Rodrigues.pdf: 1474956 bytes, checksum: 9fe9a278268b162c4ed8584b0b65ad08 (MD5) Previous issue date: 2004-10-26 / O presente trabalho trata da formação do administrador de empresas, analisando as práticas curriculares e as práticas de ensino de três instituições de ensino em suas interfaces com as Diretrizes Curriculares Nacionais e as demandas do mercado em relação ao perfil esperado do administrador. A pesquisa nasceu do desejo de se averiguar até que ponto o projeto pedagógico-curricular dos cursos investigados e as práticas pedagógicas dos docentes estão em conexão com o que está proposto nas diretrizes oficiais enquanto expressão da posição de especialistas na área.. Foi desenvolvida em três instituições de ensino superior, particulares, sendo duas do Estado de Goiás (uma de Goiânia e outra de Rubiataba, no interior do Estado) e uma do Estado de Mato Grosso do Sul, em Campo Grande. Para a realização do estudo de caso foram utilizados documentos referentes às diretrizes curriculares, aos projetos pedagógicos e grades curriculares, e aos planos de ensino dos professores. Na pesquisa de campo foram utilizados questionários e entrevistas dirigidas aos coordenadores de curso, professores e alunos. Com base na pesquisa bibliográfica e na análise dos dados, foi possível identificar aspectos do funcionamento real do currículo e da metodologia do ensino que caracterizam cada uma das instituições e chegar a uma análise comparativa entre o que está estabelecido em termos de perfil desejado para a formação do administrador e sua efetivação no currículo e nas práticas pedagógicas em sala de aula. Os problemas mais comuns às três instituições foram: incongruência entre os objetivos declarados nos projetos e a efetivação do currículo e das práticas de ensino; quase ausência, em boa parte dos graduandos, de traços do perfil desejado de competências e habilidades, proposto nas diretrizes curriculares; prática docente eminentemente tradicional, tal como tem ocorrido nos cursos de administração; comportamento apático dos alunos nas aulas, desinteresse pela leitura, dificuldades com a escrita e com cálculos e baixas expectativas de êxito; falhas na coordenação pedagógica, resultando na pouca criatividade na discussão do projeto pedagógico e do currículo, e no desenvolvimento do trabalho pedagógico didático. Tais constatações levam à conclusão de que a formação do administrador nessas instituições ainda não atende às diretrizes curriculares e nem sequer às demandas mais atuais do mercado de trabalho. Constatou-se, todavia, sentimento de esgotamento do modelo tradicional de ensino e desejo de buscar práticas inovadoras. Alguns docentes ensaiam práticas inovadoras em currículo e práticas de ensino, em relação à formação de alunos mais reflexivos e críticos. A pesquisa conclui pela necessidade de envidar esforços para que tais práticas sejam disseminadas e discutidas a partir das associações de classe, das instituições formadoras e das equipes docentes.

<p>Poznavanje genetičke divergentnosti predstavlja osnovni preduslov uspe&scaron;nog oplemenjivačkog programa. Pored poznavanja genetičke divergentnosti, u proizvodnji hibrida &scaron;ećerne repe je od izuzetne važnosti i poznavanje kombinacionih sposobnosti oplemenjivačkog materijala. Svako ukr&scaron;tanje inbred linija nema uvek za posledicu pojavu heterozisa, pa je stoga neophodno ispitati op&scaron;te i posebne kombinacione sposobnosti onih linija koje se planiraju koristiti kao roditeljske komponente hibrida. U ovom istraživanju ispitivane su kombinacione sposobnosti multigermnih opra&scaron;ivača, razvijenih u okviru četiri različita oplemenjivačka programa: programa oplemenjivanja &scaron;ećerne repe Instituta za ratarstvo i povrtarstvo, Novi Sad, i tri programa oplemenjivanja &scaron;ećerne repe istraživačkih stanica Ministarstva poljoprivrede SAD (Michigan, Salinas i Fort Collins). Opra&scaron;ivači su se razlikovali u stepenu homozigotnosti u zavisnosti od prisustva gena autofertilnosti, odnosno autosterilnosti. Kao testeri kori&scaron;ćene su dve citoplazmatski sterilne linije Instituta za ratarstvo i povrtarstvo, Novi Sad. Pored određivanja genetičke divergentnosti i kombinacionih sposobnosti cilj ovog istraživanja je bio utvrđivanje vrednosti kvantitativnih svojstava za najvažnija svojstva korena: masu korena, sadržaj &scaron;ećera, sadržaj suve materije, masu glave korena, obim korena, procenat iskori&scaron;ćenja, prinos kristalnog &scaron;ećera i na osnovu njih određivanje genetičke divergentnosti ispitivanih opra&scaron;ivača. Takođe na osnovu dobijenih vrednosti određen je efekat gena i način nasleđivanja za ispitivana kvantitativna svojstva.Opra&scaron;ivač FC220 se izdvojio kao potencijalno stabilan kombinator u<br />iii<br />obe godine istraživanja, beležeći pozitivne vrednosti op&scaron;tih kombinacionih sposobnosti za sva ispitivana svojstva. Sa druge strane opra&scaron;ivač EL53 je u obe godine istraživanja beležio negativne vrednosti op&scaron;tih kombinacionih sposobnosti za sva ispitivana svojstva. U pogledu načina nasleđivanja mase korena, obima korena i prinosa kristalnog &scaron;ećera superiornost su pokazali autofertilni polinatori u odnosu na populacije slobodne oplodnje. Veći stepen homozigotnosti i uniformnost F1 generacije doveli su do ispoljavanja efekta heterozisa kod hibridnih kombinacija gde su roditelji bili autofertilni polinatori. Na osnovu načina grupisanja multigermnih opra&scaron;ivača u zbirnom klasteru, potvrđena je negativna korelacija između mase korena i sadržaja &scaron;ećera. U okviru jedne grupe su se na&scaron;li opra&scaron;ivači sa velikom masom korena i nižim sadržajem &scaron;ećera, a u drugoj grupi sa malom masom korena i vi&scaron;im sadržajem &scaron;ećera. Analizom međusobnih odnosa multigermnih opra&scaron;ivača &scaron;ećerne repe pomoću SSR markera konstruisan je dendrogram u kome su opra&scaron;ivači podeljeni u četiri grupe, shodno centrima porekla iz kojih su dobijeni. Između genetičke udaljenosti određene pomoću podataka dobijenih SSR markerima i posebnih kombinacionih sposobnosti nisu ustanovljene korelacije.<br />Datum prihvatanja</p> / <p>Information about genetic diversity is basic requirement of every successful breeding program. Beside information about genetic diversity for development of sugar beet hybrids it is very important to know combining abilities of breeding material. Since not all crosses result with appearance of heterosis, it is necessary to test general and specific combining abilities of potential parental lines. In this research were used multigerm pollinators from four different breeding programs: sugar beet breeding program of Institute of Field and Vegetable Crops, Novi Sad, and three programs from different breeding station of the US Department of Agriculture (Michigan, Salinas and Fort Collins). Pollinators differed in the degree of homozygosity, depending on the presence of genes for autofertility or sterility. Testers used in this work were two cytoplasmic sterile lines of the Institute of Field and Vegetable Crops, Novi Sad. In addition to determining the genetic diversity and combining ability, objective of this study was to determine values of quantitative traits for sugar beet root traits: root weight, sugar content, dry matter content, root head weight, root circumference, extractable sugar content, crystal sugar yield and from them a genetic diversity of pollinators. Also on the basis of the obtained values it was determined gene effect and mode of inheritance of studied<br />vi<br />quantitative traits. Pollinator FC220 segregated as a potentially stable combiner, in both years, having positive values of general combining abilities for all traits. On the other hand pollinator EL53 in both years had negative values of general combining abilities for all traits. In terms of the mode of inheritance for root weight, root circumference and crystal sugar yield self-fertile pollinators showed superiority comparing to the population of open pollination. A higher level of homozygosity and uniformity of the F1 generation resulted in the expression of heterosis in hybrid combinations where the parents were self-fertile pollinators. Multigerm pollinators in aggregate cluster confirmed the negative correlation between root weight and sugar content. In one group were found pollinators with a large root mass and lower sugar content, while in the second group were pollinators with a small root mass and higher sugar content. Cluster analysis of multigerm sugar beet pollinators using SSR markers resulted in construction of dendrogram in which pollinators were divided into four groups, according to the centers of origin from which they were obtained. There was no correlation between genetic distance calculated from the data obtained by SSR markers and specific combining ability.</p>

Arithmetic abilities are required when solving problems such as “3x4” or “24+33” and are important for many everyday life situations: for instance, to make a recipe or to pay at the store. Given the high incidence of arithmetic difficulties throughout development, the acquisition of arithmetic abilities received much attention in field of numerical cognition. However, although fundamental, only a handful of studies (e.g. Geary & Wiley, 1991) investigated the impact of normal aging on arithmetic problem solving.Therefore the question of whether and how arithmetic abilities are affected by the decline of cognitive processing remains poorly understood. The aim of the current thesis was to fill in this gap and to investigate whether and how arithmetic abilities as well as the related executive functions change when aging. Our results showed that the deficit with age in arithmetic abilities and related executive functions is not general but specific to the executive function under investigation. Moreover, our findings suggest that these executive functions could be specific to the arithmetic domain and not an instance of a more general executive system.In our view, this thesis constitutes an initial step towards enhancing our comprehension of the impact of age on executive functions in the arithmetic domain and its potential specificity with other domains. However, especially because of the lack of studies directly addressing these issues, the results reported here need to be replicated to strengthen our conclusions. In this respect, we believed that the DDM could help to specify exactly which cognitive processes remain intact with age and which become deficient. / Doctorat en Sciences psychologiques et de l'éducation / info:eu-repo/semantics/nonPublished

This study sought to investigate the secondary school principal's leadership behavior as perceived by secondary school teachers and principals in Nakorn Pathom, Thailand. The study had two purposes: to determine whether significant differences existed between teachers' perceptions of principal leadership behavior based on the variables of sex, years of teaching experience, educational level, and size of school; and to determine whether significant differences existed between the perceptions of principals and teachers with regard to the principal's leadership behavior.

Este trabalho tem por finalidade pesquisar a criatividade na identificacao e selecao de criancas e adolescentes portadores de altas habilidades, com carencia socioeconomica, em uma amostra de dez jovens. A superdotacao ou altas habilidades tem sido objeto de estudo sobretudo quanto aos aspectos cognitivos e necessidades educacionais. Existem dois tipos de superdotacao: uma academica ou escolar e outra criativo-produtiva ou talentosa. A superdotacao academica e representada por altos niveis de desempenho escolar, boa memoria, grande atividade intelectual, processamento de informacoes complexas, pensamento analitico, critico e logico. Por outro lado, a superdotacao criativo-produtiva estaria mais ligada a curiosidade, resolucao de problemas e caracteristicas do pensamento criativo como originalidade, fluencia e flexibilidade. O conceito de um individuo superdotado e associado a tres conjuntos de tracos: habilidade acima da media em alguma area do conhecimento; envolvimento com a tarefa (motivacao, perseveranca, concentracao) e criatividade (ideias diferentes, novos significados), podendo se destacar nas seguintes areas: academica, criatividade, lideranca, artistica, psicomotora e motivacao. O nao preenchimento das vagas ofertadas para bolsistas no Projeto legitima o questionamento se a causa e a valorizacao apenas do tipo de superdotacao academica em detrimento da criativo-produtiva; ao pesquisar a forma como a criatividade e abordada no processo de selecao e a importancia atribuida aos aspectos criativos demonstrados pelos candidatos, espera-se obter a explicacao para uma oferta de vagas maior do que o numero de selecionados, ainda que mil novecentos e noventa e sete candidatos tenham se candidatado ao processo.Os dados para a pesquisa sao coletados por intermedio do trabalho de uma equipe de psicologas que prestam servicos para uma Instituicao sem fins lucrativos com o proposito de selecionar individuos com altas habilidades. Analisar-se-a de que forma a consideracao do aspecto criativo desses jovens e avaliado no processo seletivo, tendo como parametros teoricos os conceitos para a criatividade de Winnicott, bem como autores que tratam da criatividade especificamente na superdotacao, como Renzulli e Reis. A maior parte das caracteristicas de individuos criativos, tais como autoconfianca e independencia, nao-conformismo, senso de humor, interesses esteticos, impulso para realizacao, desejo de descoberta e ordenacao, estao ligadas ao conceito de self verdadeiro e do seu gesto espontaneo, bem como ao desenvolvimento da area da transicionalidade, aquela que nao pertence a realidade objetiva nem a subjetiva. Apesar da criatividade ser avaliada como uma das competencias que definem o desempenho do candidato e, portanto, determinam seu ingresso no projeto, nao se prioriza na selecao desses jovens o aspecto criativo / This work has the objective of researching creativity to indentify and select gifted children and teenagers with social and financial needs, within a ten individuals sample. Giftedness, or high abilities, has been object of study specially regarding the cognitive and educational needs aspects. There are two kinds of giftedness: one is academic or scholar and the other one is creative-productive or talented.The academic Giftedness is represented by the high level of school performance, good memory, great intellectual activity, processing of complex information, analytic thought, critic and logical. On the other hand, the creative-productive giftedness would be more related to curiosity, solving problems and characteristics of creative thought such as originality, fluency and flexibility. The concept of a gifted individual is associated to three sets of traces: ability higher than the average in any field of knowledge, task involvement (motivation, perseverance, concentration) and creativity (different ideas, new meanings), standing out on the following areas: academic, creativity, leadership, artistic, psychomotor and motivation. When scholarships are not fully distributed within the Project it legitimates questioning if the reason is the valorization of only the academic gifted individual letting aside thecreative-productive; while researching how creativity is addressed in the selection process and the importance given to the creative aspects demonstrated by the candidates, it´s expected to obtain the explanation for an offer of scholarships higher than the number of selected students, even thought one thousand and ninety seven candidates have applied to the selection process. The research data is collected by a team of psychologists through volunteer work to a Nonprofit Organization with the purpose of selecting such gifted individuals. It will be analyzed in what way the consideration of the creative aspect of these young individuals is evaluated within the selection process, having as theory parameters Winnicott´s creativity concepts, as well as authors also dealing with creativity especially when the subject is giftedness, such as Renzulli and Reis. Mostly the characteristics of creative individuals, such as self-confidence and independency, non-conformism, sense of humor, aesthetic interests, desire of discovery and to maintain order, are related to the true self concept and to its spontaneous gesture, as well as to the development in the transitional area, the area not belonging to the objective reality neither to the subjective. Even though creativity is being evaluated as one of the subjects defining a candidates performance and, therefore, determines his or her ingress into the project, the creative aspect it´s not prioritized in the selection of these young people