Thesis (M.A.)--Missouri State University, 2008. / "May 2008." Includes bibliographical references (leaves 90-103). Also available online.

Thesis (Ed. D.)--University of Missouri-Columbia, 1996. / Typescript. Vita. Includes bibliographical references (leaves 131-136). Also available on the Internet.

Thesis (Ed. D.)--University of Missouri-Columbia, 1996. / Typescript. Vita. Includes bibliographical references (leaves 131-136). Also available on the Internet.

This article is about the importance of the idiographic approach in the study of the creative- productive individuals. An analysis of Howard Gardner's Creative Minds is carried out, focusing on the seven kinds of intelligence. The life of Sigmund Freud is analyzed as an example of a creative personality with creative achievements, regarding the intrapersonal intelligence. Finally, there is an analysis of the common characteristics among the creative-productive individuals and the determinant factors of their creative exceptional achievements. / El artículo trata de la importancia de la aproximación idiográfica en el estudio de los individuos creativo-productivos. Se hace un análisis del planteamiento de Gardner en su libro "Creating Minds", respecto a las numerosas áreas de producción creativa, para posteriormente analizar al detalle las experiencias y logros creativos de Sigmund Freud a lo largo de su vida, como ejemplo de un individuo creativo-productivo con elevada inteligencia intrapersonal. Finalmente se hace un análisis de las características comunes encontradas entre los individuos excepcionalmente creativos y los factores determinantes en sus logros.

This dissertation includes solved problems of the 17th - 19th year of the South Bohemia correspondence mathematical competition (1996-1999). These tasks can be used as material for next work with similar types of exercises. They are suitable especially for students at secondary schools.

This thesis contains solved problems from South Bohemia correspondence mathematical competition from Years 1993 -- 1996, which can be used as a material for another work with similar types of problems. They are useful especially for intermediate school students.

The purpose of my work is to create and consequently to confirm set of tests for early school age children, which would make easier the selection of children to sport aerobics clubs. The proposed set of tests includes five - point evaluation scales and is divided to the two parts. Both parts for general kinetic skills and specific kinetic skills include six tests. Measured results were transformed into well-arranged tables and graphs and for better statement value an individual contestant test profile was drafted. My work should be of use to trainers who are to select new club members or who are planning to detect the shortcomings of their members by drafting an individual contestant profile.

The present study examined the impact of recognition on a group of talent award winners, including attributions for success and the consequences of these attributions for continued engagement in the talent field. Participants were winners of the Davidson Fellows Scholarship, which recognizes students under the age of 18 who have completed a significant piece of original work in the fields of science, technology, mathematics, music, literature, or philosophy. The study used survey data collected from Davidson Fellows who received an award between 2001-2007. Descriptive statistics revealed that the majority of participants (70.5%) were still clearly engaged in the field in which they received the award. Participants in the fields of science, math, and technology showed more evidence of continued engagement than participants in the fields of music, literature, or philosophy. Females were found to have higher rates of continued engagement than males. The constant comparative method was used to qualitatively examine participants' responses to open-ended questions regarding the perceived impact of the award on their personal, academic, artistic, and professional lives. The qualitative analysis revealed 12 distinct categories of impact: Financial Support, Opened Doors, Personal Satisfaction, Validation, Recognition by Others, Reinforcement/Encouragement, Increased Confidence, Increased Pressure/Responsibility, Meaningful Connections, Process Gains, Miscellaneous, and Little to No Impact. These categories indicated receiving a Davidson Fellows Scholarship had a positive impact on participants across a variety of life domains. Attributions of success related to winning the award were measured with regard to the extent to which participants endorsed stable, internal attributions (i.e., aptitude) and unstable, external attributions (i.e., resources). Overall, male and female participants did not differ significantly in their endorsement of aptitude-based or resource-based attributions of success. However, among participants in the fields of science, math, and technology, males had significantly stronger endorsement aptitude-based attributions, while females had significantly stronger resource-based attributions. Despite these differences, these attributional patterns did not predict continued engagement in these fields. However, among participants in the fields of music, literature, and philosophy, aptitude- and resource-based attributions predicted 22% of the variance in continued engagement. In the overall sample, attributions of success did not predict continued engagement. Finally, no significant group differences were found with regard to attributions of success across all talent domains.

Metalinguistic sentience refers to the conscious or unconscious apprehension of, sensitivity to, and attention to language as something with form and function that can be manipulated. This includes, but is not restricted to, conscious or unconscious apprehension of, sensitivity to, and attention to the following aspects of language and literacy: pragmatics, syntactics, semantics, phonology, orthography, morphology, figurative, metalanguage, print "carries" meaning, print conventions, book conventions, text conventions, referent/label arbitrariness, purposes of literacy, and abilities. These aspects of language and literacy are part of a morphological model developed by the author for classifying the evidence provided by children of their metalinguistic sentience. The two other faces of the model, displayed as a cube, depict (1) Literacy Acguisition and Literacy Learning and (2) four Prompt States: Self-, Child-, Adult-, Text. This ethnographic study of nine verbally gifted kindergarten and first grade children was conducted with a three-fold purpose: to explore whether young verbally gifted children's metalinguistic sentience coincided with their cognitive ability, to explore whether young verbally gifted children's metalinguistic sentience influenced their literacy acquisition and literacy learning, and to explore whether young verbally gifted children's literacy acquisition and literacy learning enhanced their metalinguistic sentience. The study took place during a full school year, while the author was a participant observer in the informants' classrooms. The evidence from the research indicated that the nine verbally gifted children who served as the informants for the study had a lower threshold for metalinguistic sentience than did their agemates. This lower threshold allowed them to acquire and learn literacy more easily and more efficiently.

Denna studie består av en analys av den forskning som berör särskild begåvning i mate-matik och hur man stimulerar elever som är särskilt begåvade. Analysen består i största del av en kartläggning och fördjupas sedan genom att redogöra för ett par identifierade teman. Re-sultatet visar att organisatorisk och pedagogisk differentiering är något som gynnar särskilt begåvade elever i matematik. Diskussionen går in på om resultatet är något som enbart kan appliceras på fenomenet särskild begåvning i synnerhet eller alla elever generellt. / This study consists of an analysis of relevant research within the subject, research about mathematically gifted students and how to stimulate these students. The analysis is partly a mapping of the subject and partly a deeper identification of some themes. The result shows that cluster grouping is something that helps stimulate mathematically gifted students. Teacher´s knowledge and commitment to the students is also of great matter to the teaching. The discussion dispute if the result is only applicable to gifted students or students in general.