The article relates the concept of giftedness and ways of identifying giftedness to Jean Piaget's theories of intelligence. Four implications are indicated, including that distinctions between gifted and nongifted children can be made at the end of the concrete operational level (about 8-10 years old). (CL)

This text is designed not only as a teaching text but also as a reference source for students and professionals on the assessment of the cognitive development of children. Chapters address: (1) process challenges of assessing children; (2) context challenges in assessing children; (3) ethical, legal, and professional applications of assessment…

The article reviews the development of infant cognitive assessment and describes selected tests. Considerations in choosing, administering, and interpreting the results of infant intelligence/cognitive assessment instruments are outlined. The usefulness of cognitive assessment is discussed as are new approaches to assessment. (Author/DB)

Educators must provide conditions which encourage the practice and demonstration of intelligent behaviors. Twelve characteristics of intelligent behavior are discussed, such as persistence, decreasing impulsivity, listening to others, metacognition, questioning and problem posing, etc. A summary of the school conditions in which intelligent…

Suggests basic principles to guide the construction of an integrated sequential guide for thinking skills instruction throughout the K-12 curriculum. Strategies emphasize introducing and reinforcing cognitive operations such as information processing, problem solving, critical thinking, and decision making. (TE)

The article examines the characteristics of students with both learning disabilities and giftedness. Typical traits of this population are considered in terms of measured IQ, academic achievement, cognitive skills, interests, creativity, personality, and learning styles. (CL)

Noting current brain development research, this book offers simple, straightforward ways to boost children's brain power with active exploration, repetition, sensory exploration, laughter, and more. The chapters describe how and why the brain develops and explain how parents can give their children the best foundation for future learning.…

Many science curriculum development projects have the goal of increasing students' ability to employ scientific or formal reasoning strategies. Argues that longitudinal data of students who acquired formal reasoning strategies as a consequence of specific instruction are needed to provide evidence that these skills will help in other academic…

Presents a lesson plan that uses a constructivist approach for developing and challenging students' different thinking strengths. In the context of musical and bodily-kinesthetic thinking, elementary school students interpret the sounds and movements the dinosaurs made as they negotiated their primitive environments. (CR)

The revised version of this monograph serves two purposes: (1) to describe what the Wechsler Intelligence Scale for Children-Revised (WISC-R) measures with regard to reading/learning disability in the light of current findings, and (2) to summarize research with the Wechsler Intelligence Scale for Children (WISC) and WISC-R as related to…

While other developmental theories, on a smaller scale, share center stage with Piagetian theory, Jean Piaget will likely be remembered as one of the world's leading psychologists of the twentieth century. This book, with a first version published nearly 20 years ago, attempts to make Piaget's concepts more "user friendly" for those…

The article describes a curriculum used in gifted programming which is based on Guilford's Structure of Intellect (SOI) theory of intelligence. Sourcebooks and individual SOI modules have been developed to train over 90 kinds of intellectual ability. Five categories of intellectual ability are defined (cognition, memory, evaluation, convergent…

The document presents Module 3, applications of theories of intelligence to the gifted/talented, of the Star Power modules developed for school personnel who have an interest in or a need to explore the area of gifted and talented education. It is explained in an introductory section that the modules can be used for independent study, for small…

This book addresses key issues that teachers raise about creating and sustaining constructivist classrooms, providing practical tips, techniques, and examples to allow step-by-step implementation of constructivism and ongoing evaluation of student progress. The book gives directions for use at any grade level and includes checklists to evaluate…

This book provides educators with information on how to become an inspiring teacher. Nine chapters look at: (1) "The Qualities of an Inspiring Teacher" (e.g., passion for learning, lifelong learners, and actions match words); (2) "Choice Theory" (genetic instructions affecting behavior, the quality world, and perception); (3)…