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[Educational intervention for the expression of cognitive excellence]
1Universidad de La Rioja, Logrono, Espana.
Revista De Neurologia
|March 3, 2015
Summary
Giftedness research needs a developmental perspective, viewing high intellectual ability as a process. Rethinking gifted education is crucial for fostering potential into eminence through effective interventions like integrated curricula.
Area of Science:
- Psychology
- Education
Context:
- Current giftedness research requires reevaluation.
- Existing gifted education models may not fully support development from potential to eminence.
Purpose:
- To reflect on the current state of giftedness research.
- To assess the effectiveness of gifted education.
- To propose a developmental paradigm for understanding high intellectual ability.
Summary:
- High intellectual ability is reframed as a developmental process influenced by predictor factors and psychosocial modulators.
- Executive functions play a key role in the cognitive management of giftedness.
- The integrated curriculum model is presented as an effective intervention for nurturing gifted learners toward excellence.
Impact:
- Provides a new paradigm for understanding and supporting gifted individuals.
- Offers insights into optimizing educational interventions for gifted learners.
- Aims to improve the developmental trajectory of giftedness towards outstanding achievement.
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