The objective of this study is to examine the educational experiences of gifted students in Paraguay through the lens of the Actiotope Model of Giftedness, which provides a comprehensive framework for analyzing the interplay between environmental and individual factors in the development of giftedness. In Paraguay, the approach to gifted education…

Intellectual styles refer to people's preferred ways of processing information and dealing with tasks. Individuals who have a propensity for using a wide range of styles--always including creativity-generating styles--are said to possess successful intellectual styles. The author argues that teachers should and can encourage creativity among…

This research pioneered the investigation of the role of doctoral students' thinking styles in their program satisfaction and perceived intellectual competence. Participants were 285 STEM (science, technology, engineering, mathematics) students in Hong Kong. Results showed that students' thinking styles as measured by the Thinking Styles…

By investigating undergraduates' epistemological orientations and processes in academic and personal contexts, this study examined whether and how epistemological development in one context is related to development in another context. The focus of this particular study was on tension regarding the contextuality of epistemological development. The…

Several theories of sequential changes in intellectual functioning during adolescence and adulthood are addressed in this article. Methodological difficulties of testing these theories through longitudinal research are summarized. Educational implications of the Reflective Judgment Theory on research in intellectual development during college…

Summarizes womens' five basic ways of knowing: silence; received knowledge; subjective knowledge; procedural knowledge; and connected knowledge. Traces the change and growth of one writer as she moved through the five stages of intellectual development. (RS)

"Understanding Adult Intelligence" (Robert Sternberg) focuses on the nature of intelligence. It explains Sternberg's triarchic theory, in which he posits three main aspects of intelligence: its relation to the internal or mental world of the learner, its relation to experience, and its relation to the surrounding world. "Strategies and Learning"…

It is hypothesized that certain mental structures are related to certain teaching skills. These structures are identified as combinatorial logic, essential to planning lessons, and hypothetical reasoning, an important aid in analyzing lessons. These formal thinking abilities should result in greater improvement during practice and later teaching.…

An interview with Elliot Eisner, widely regarded for his research in the diverse fields of art education, curriculum development, and educational evaluation, focuses on his views regarding students' aesthetic ways of knowing, including discussion on concept formation, intellectual development, appropriate educational settings, and cognitive style.…

The relationship of cognitive and emotional factors to concurrent fields of interest and future vocational preferences were examined in 1,000 Israeli high school children. Divergent thinking, anxiety, occupational preference, and fields of intellectual interest were measured. A strong and significant negative correlation was found between manifest…

Robert J. Sternberg's research on cognitive style and model of "mental self-government" at all educational levels have led to a pilot elementary/secondary curriculum to help students develop common sense and practical judgment as well as intellect. The interinstitutional effort between Yale and Harvard universities includes Howard…

This article explores what the concept of intellectual character offers that traditional views of intelligence based on abilities do not. The origins of the concept of thinking dispositions are traced and various views regarding the dispositions that might comprise and define one's intellectual character are investigated. Educational implications…

There seems to be much justified scepticism about the value of learning theories and educational research when applied to the complexities of student learning. Discusses some insights provided by educational and psychological research and its practical value for lecturers and students in higher education. (Author/RK)

Examined the intelligence of freshmen and seniors at a metropolitan university to determine if differences exist with regard to multiple intelligence domains, specific skills, and intellectual styles, and between gender, ethnicity, and age group. Found some support for differences between freshmen and seniors in these areas. (EV)

Examined college students' motivational orientations toward learning and views concerning purpose of education in relation to various intellectual styles. Task orientation was positively associated with Tolerance for Ambiguity, Thoughtfulness, and Open-Mindedness. Ego orientation was negatively associated with Tolerance for Ambiguity,…