Thesis (M.Sp.Ed.)--University of Waikato, 2008. / Title from PDF cover (viewed March 10, 2009) Includes bibliographical references (p. 153-164)

Thesis (Ed.D.)--Liberty University School of Education, 2009. / This thesis is under embargo and will not be available for download until March 6, 2010. Includes bibliographical references.

Thesis (Ph.D.)--Virginia Commonwealth University, 2009. / Prepared for: Dept. of Educational Studies. Title from title-page of electronic thesis. Bibliography: leaves 114-128.

Thesis (Ed. D.)--Illinois State University, 1991. / Title from title page screen, viewed December 16, 2005. Dissertation Committee: Susan F. Amster (chair), Barbara S. Heyl, Jack A. Hobbs, Eugene R. Irving, Patricia H. Klass, Fred A. Taylor. Includes bibliographical references (leaves 109-115) and abstract. Also available in print.

Thesis (M.Arch.)--University of Hong Kong, 1998. / Includes special report study entitled : Behavioral patterns of gifted learners. Includes bibliographical references. Also available in print.

Thesis (Ed. D.)--University of North Texas, May, 2007. / Title from title page display. Includes bibliographical references.

Thesis (Ed. D.)--University of Missouri-Columbia, 2000. / Typescript. Vita. Includes bibliographical references (leaves 84-90). Also available on the Internet.

The purpose of this study was to explore the effect of anxiety on real life problem solving performance of gifted children. The study was carried out in Israel, a country in which the necessity of solving real life problems under conditions of anxiety is a real concern. 142 gifted and nongifted subjects from 4th, 5th and 6th grades participated in the study. Trait and State Anxiety Inventories for Children (Spielberger, 1973), and a Real Life Problem Solving Situation Set (RLPSSS), were used to assess the subjects' Trait anxiety, State anxiety and real life problem solving performance respectively. The subjects in each class were divided into two matched groups based on their Trait Anxiety scores, the subjects gender and their scholastic achievements. One of them was randomly assigned to be the treatment group and the other the nontreatment group. The "treatment" consisted of deliberate induction of anxiety via a combination of elements that are known to elicit anxiety in school children. Matched t-tests on anxiety scores, before and after treatment, indicated that the treatment was effective in both populations, the gifted and the nongifted. Ethical issues were taken into consideration. Analysis of RLPSSS indicated that: (1) gifted children performed significantly better than their nongifted counterparts under conditions of treatment as well as under condition of non-treatment; (2) the performance of all the groups who experienced anxiety, was lower than that of their matched groups who performed under their natural setting conditions; (3) no interaction was found between giftedness and anxiety; (4) under conditions of anxiety gifted girls appeared to perform slightly better than gifted boys. The implications from this study concern the attitude toward anxiety which should be dealt with as part of life, rather than as a pathological feature. It is suggested to consider the introduction of anxiety scales into test batteries used for the identification of gifted children and that special programs for the gifted make provisions for providing the gifted students with the necessary skills to cope with life problems under all kinds of anxiety circumstances. / Education, Faculty of / Graduate

Until about 1970, little was published on research pertaining to the influence of perceptual acuity in relation to gifted children. This study was undertaken to provide empirical data that might lead to a better understanding of such a relationship, to review research performed in the fields of both perception and giftedness, and to assess the usefulness of a non-verbal instrument for elementary teachers of art in diagnosing giftedness at a perceptual level. The study was designed to determine, by means of a perceptual index test, whether or not gifted children who display above average intellectual skills, also exhibit above average perceptual skills. The MacGregor Perceptual Index (MPI) was administered to a group of twenty-four gifted and twenty-six non-gifted children between the ages of ten and twelve years. Categories included:- perception of distance, perception of embedded figures, perception of shape, perception of similarities and differences, perception of the vertical, perception modified by constancy, and perception of contour. The investigation revealed similarities and differences among children of specific intellectual capacity and ages in how they perceive and interpret visual stimuli. It was found that children with above average intellectual ability performed at a higher level on the Perceptual Index test than did subjects drawn from an average group. The findings in this study led to recommendations for further investigation. The MPI, a non-verbal perceptual test, was judged to be a reliable instrument for diagnosing gifted children. In the synopsis of factors revealed in this study, it was concluded that there is a statistically significant relationship between perceptual ability and intellectual ability. The results of the study imply that training in perceptual problem-solving skills may generally enhance a child's intelligence level, and thus should be considered as part of the school curriculum. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

This study centers around the evolution in theory and practice used in dealing with superior children. The manner in which the growth of democracy has influenced this evolution is pointed out.