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Psychophysiological Assessment of the Effectiveness of Emotion Regulation Strategies in Childhood
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Reframing Social and Emotional Development of the Gifted
1Department of Psychology, College of Human Ecology, Cornell University, Ithaca, NY 14853, USA.
Behavioral Sciences (Basel, Switzerland)
|September 28, 2024
Summary
Gifted individuals' socioemotional development is intricately linked with their giftedness and cognitive abilities, not separate. True giftedness emerges from the interaction between individuals and their environment, requiring a holistic view.
Area of Science:
- Psychology
- Gifted Education
Background:
- Traditional views often separate socioemotional development from cognitive development in gifted individuals.
- Giftedness and intelligence are frequently conceptualized as inherent personal traits.
Purpose of the Study:
- To challenge the conventional separation of socioemotional development from cognitive development in giftedness.
- To propose a more integrated and contextualized understanding of giftedness.
Main Methods:
- Conceptual analysis and theoretical argumentation.
- Critique of existing frameworks in gifted education and developmental psychology.
Main Results:
- Socioemotional development is not distinct from giftedness itself.
- Socioemotional development is deeply intertwined with cognitive development.
- Giftedness and intelligence are relational, arising from person-environment interactions.
Conclusions:
- A holistic perspective is essential for understanding gifted individuals.
- Giftedness should be viewed as an integrated interplay of cognitive, socioemotional, task, and situational factors.
Keywords:
emotional intelligencegeneral mental abilitygiftednesspractical intelligencesocial intelligencesocioemotional developmentMore Related Videos
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