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Autor/inn/en | Albert, Robert S.; Runco, Mark A. |
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Titel | Personality and Family Variables and Exceptionally Gifted Boys' Creative Potential. |
Quelle | (1985), (20 Seiten)
PDF als Volltext |
Beigaben | Tabellen |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Monographie |
Schlagwörter | Tagungsbericht; Adolescents; Creative Development; Elementary Secondary Education; Family Influence; Gifted; Longitudinal Studies; Males; Parent Child Relationship; Personality Traits Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Begabter, Hoch Begabter; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Male; Männliches Geschlecht; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal |
Abstract | The purpose of this longitudinal project was to determine the influence of the family upon the early development and implementation of a gifted child's talent. Researchers examined two samples of exceptionally gifted boys and their families. One sample had cognitive scores within the 99th percentile in the mathematics-science domain; the other had IQ's over 150. The study was based on the following set of postulates: (1) creativity and intelligence share a number of attributes and perform in similar ways within a person's interactions with his environment; (2) the gifted person must undergo several developmental transformations that change their early giftedness into appropriate dispositions; (3) these transformations begin within the family but become refined by formal and informal education; (4) the family directs a child's early giftedness into progressively more suitable interests; (5) giftedness has a developmental history of its own. Results demonstrated statistical support for the association between the measures of creative potential and creative performance; moreover, the high IQ sample had creativity scored more closely tied to family variables that the math-science group. Researchers concluded that different types of cognitive exceptionality relate to different patterns of family experiences as conveyed by measn of their parents' personality traits. (RB) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2004/1/01 |