Thesis (M.Ed.)--Memorial University of Newfoundland. / Typescript. Bibliography: leaves 165-170. Also available online.

Thesis (M.Ed.)--University of Hong Kong, 1994. / Includes bibliographical references (leaves 150-154). Also available in print.

published_or_final_version / abstract / toc / Educational Psychology / Master / Master of Social Sciences

Thesis (Ed.M.)--Boston University

No description available.

This study was designed to investigate the attitudes of academically gifted adolescents towards the development of their personal strengths or gifts and to compare these with the attitudes of age peers not identified as gifted. This study also examined the reported higher levels of moral reasoning in gifted adolescents compared to age peers and how this may relate to their development of academic potential. The 750 participants included 401 identified gifted students and 349 students not identified as gifted in Years 9, 10 and 11 from seven different high schools in the Sydney Metropolitan region. An instrument entitled the Development of Personal Strengths Questionnaire was developed to analyse students??? attitudes while the Defining Issues Test (Rest, 1986) was also administered to measure moral reasoning ability. Results showed that gifted students have significantly higher levels of acknowledgement of personal strengths and reasons for developing personal strengths, which reflect altruistic motivations. Gifted students scored significantly higher on altruism and philanthropy and showed significantly higher scores on the Defining Issues Test. Aspects of developing personal strengths, on which gifted students showed no significant difference from non-identified peers were in areas of motivation and responsibility for developing these strengths. A significant, but modest, connection was found between development of personal strengths and moral reasoning. Gender differences were also examined, with males reporting higher acknowledgement of personal strengths than females and females reporting higher levels on reasons for developing personal strengths as well as altruism and philanthropy. Females also showed significantly higher scores on the Defining Issues Test. These results were consistent within the gifted participant group. It was concluded that gifted students in this study were more likely to acknowledge their personal strengths or gifts and were more inclined to hold reasons for this development which related to higher levels of altruism, philanthropy and moral reasoning. These characteristics need to be taken into consideration in development of programs and provisions for gifted students, both now and in the future.

The purpose of this study was to determine if the inferences derived from the Kingore Observation Inventory as a screening device are sufficiently valid for the identification of potentially gifted youngsters. Differences in predicting the WISC-III Full Scale IQ scores and/or percentile ranks using the KOI were assessed. The value of screening procedures to identify potentially gifted youngsters is essential for accurate identification of gifted young students. The Kingore Observation Inventory is a screening procedure administered by educators within the classroom environment over a six-week period that furnishes a percentile rank of overall intellectual functioning. The Wechsler Intelligence Scale for Children-Third Edition is a comprehensive assessment instrument of cognitive abilities that yields a standard score with a mean of 100 and standard deviation of 15. The WISC-III is time consuming and is an expensive assessment instrument in terms of professional resources required for administration and interpretation. A less costly and more easily administered instrument that will effectively predict the intellectual functioning of youngsters would be an invaluable tool. As part of a comprehensive assessment procedure to identify young gifted children within a school district in Oregon the KOI was administered to all primary students. A stratified sample that consisted of 89 second grade children previously assessed with the KOI in the first grade were administered the WISC-III. These children varied in age from 6.5 to 8.7 years. The sample included of 42 females and 47 males, of whom 6 were Asian, 1 was Black, 2 were Hispanic, and 80 were Caucasian/Not Hispanic. A correlational analysis, logistic regression analysis, discriminant analysis, and t-tests for paired differences were performed using SAS programs (SAS Institute Inc., 1990), version 6.07. Evidence was shown for the effects of Age on KOI Percentile scores for the target population. The study findings provide clear evidence that the KOI is not an adequate screening tool for the identification of intellectual giftedness for primary-aged students in the school district. This may indicate use of the KOI is not an adequate screening device for other populations as well. / Graduation date: 1994

Thesis (M.A.)--York University, 2004. Graduate Programme in Psychology. / Typescript. Includes bibliographical references (leaves 97-109). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url%5Fver=Z39.88-2004&res%5Fdat=xri:pqdiss&rft%5Fval%5Ffmt=info:ofi/fmt:kev:mtx:dissertation&rft%5Fdat=xri:pqdiss:MQ99286

Thesis (doctoral)--Westfälische Wilhelms-Universität zu Münster, 1982. / Vita. Discography: p. 273. Includes bibliographical references (p. 274-286) and index.

The study compared the brain electrical activity of two groups of gifted children between the ages of 9 and 13 years. The electroencephalogram (EEG) was recorded with eyes closed: "at rest" and during three simple cognitive tasks. Significant differences were found in absolute power in the resting state EEG between the gifted high achievers and non-gifted, age-matched peers. No significant differences were found between the gifted underachievers and age-matched peers. Significant differences were found in absolute and relative power during the word recognition task compared to the resting EEG. No significant differences were found in the comparisons of the topographic maps for the other cognitive tasks and the resting EEG. Results suggest that topographic mapping of brain activity may provide an educational method for discriminating among children of different cognitive abilities. Implications for education are discussed and suggestions for further research are given.