With the success of graduates directly influencing the college's reputation and ranking, leadership propensity should be an important selection criterion in higher education institution's undergraduate admissions processes, but is it? For most colleges and universities, selection is done through a paper application containing only a sliver of the…

Michael Hand's interesting analysis of the concept of intelligence crucially depends upon three assumptions: firstly, that there is an ordinary use of the term which, when applied to an individual is perfectly general and not context dependent. Secondly, that this use is best cashed in terms of aptitude. Thirdly, that the aptitude in question is…

Discusses epistemological and methodological issues regarding aptitude-treatment interactions (ATI) in psychotherapy. Noting that track record of interactional research is not very encouraging, argues that ATI research should focus on heuristic goal of illuminating mechanisms and processes that make therapies differentially effective. Suggests…

This report explores the complex agenda of issues, promise, and problems that building a developmental science of programming entails and emphasizes the need to highlight different types of programming and programmers, the different cognitive subtasks involved in programming, and the social character of many programming efforts. An introduction…

The ability of young children to learn music is commonly underestimated. There is a large amount of research and empirical evidence which indicates that (1) early childhood is the most critical period for learning fundamental concepts and skills in music and (2) children's potential for musical growth declines with age. (Author/NQ)

A myth may have an empirical basis through chance occurrence; perhaps Aptitude Treatment Interactions (ATIs) are in this category. While ATIs have great utility in describing, planning, and implementing instruction, few disordinal interactions have been found. Article suggests narrowing of ATI research with replications and estimates of effect…

Conceptual ambiguity surrounds notions of gifted and talented; justification for talent development is often linked with rejection of the term gifted. Talent development should mean identification of those who show superior natural abilities as well as aptitudes for a particular domain and emphasis on developing those special skills. (SK)

The base of the talent development pyramid is personality attributes; the second level is the minimum intellectual competence necessary for functioning in the domain. At the apex is specific talent in a domain. All three are influenced by genetics, home/family, school, community/culture, gender differences, and chance. (SK)

Presents a theoretical framework for educating artistically talented students formulated through the integration of Feldman's "Universal to Unique Continuum" and Clark and Zimmerman's "Naive to Sophisticated Art Content Model." Draws implications for the education of artistically talented students. (Author/JDH)

Older adults are interested in learning, their educational needs are diverse, and teaching approaches need to be varied. The heterogeneity of the older adult group must be considered in planning educational activities. (SK)

Presents predictions made by past presidents of the American Educational Research Association (AERA) on the future of educational research, includinq the emergence of new research methods; improvement of existing measures; changes within AERA; developments in school populations, testing, and funding; new conceptions of intelligence and aptitude;…

Though the terms "talent" and "talent loss" can be defined several ways, social scientists and educators doing research define them in surprisingly uniform and limited ways. Some of the fallacies and limitations of these definitions are pointed out and some alternative approaches are suggested. (Article originally published in…

Schools can develop worker traits, behaviors, values, and attitudes in students by taking the view that school is a workplace and learners are workers. This concept involves analysis of classroom work functions and tasks, worker characteristics, physical demands, environmental conditions, and interest in, involvement in, and performance of work…

Discusses the theory of multiple intelligences and Montessori practice as interpreted by Torff, Dubovoy, Baker, Hilliard, Zener, and Sillick (PS 524 854-859). Claims that Gardner and Montessori both look beyond the notion of fixed IQ, and their joint perception of human potential tends toward the boundless, and the belief that each child can make…

This article offers a model that distinguishes between natural abilities (or aptitudes) and systematically developed skills (talents). Aptitudes are seen as the constituent elements of talents, which are developed by such constructs as motivation, temperament, and significant persons. The model is then applied to the appropriate use of labels for…