Children of exceptional intellectual potential: Their origin and development. (Volumes I and II)

Miraca Una Murdoch Gross, Purdue University

Abstract

This dissertation reports on the first two years of a longitudinal study of the intellectual, academic, social and emotional development of 31 Australian children, aged 5-13 years, who have scored at or above IQ 160 on the Stanford-Binet Intelligence Test (L-M). Fifteen children were selected for intensive study during the years 1987-1989. As this is the first such study conducted in Australia, research has been theory developmental rather than theory confirmatory. Findings of the study have been compared to the findings of the very few previous studies of exceptionally gifted children, which originate from North America and Europe. The academic attainment levels of the subjects have been assessed through standardized achievement tests in elementary school subject areas. Self-esteem has been measured with the Coopersmith Self-Esteem Inventory (SEI) (Coopersmith, 1981) and moral development with the Defining Issues Test (DIT) (Rest, 1986). Information on the children's early development, family history, school history and attitude to school, reading development and reading interests, hobbies, and play preferences has been compiled through the use of questionnaires, and through regular taped interviews with the children's parents and the children themselves. The children displayed remarkable precocity in the development of speech, movement and reading. The majority entered school with the academic achievement levels of children several years their senior. Generally, the schools have failed to make an adequate response. The considerable majority are working, in school, several years below their tested achievement level. There is a high incidence of underachievement for peer acceptance; nevertheless the majority experience moderate to severe degrees of social isolation. Social and general self-esteem are significantly higher among those who have been radically accelerated. A minority of the subjects have experienced exemplary educational programs, and these are discussed and analyzed, as are examples of inadequate curriculum design and inappropriate grade placement. This study reinforces the recommendations of previous researchers that exceptionally and profoundly gifted children require an educational program significantly differentiated from that which would be appropriate for moderately gifted age-peers.

Degree

Ph.D.

Advisors

Feldhusen, Purdue University.

Subject Area

Educational psychology|Elementary education|Developmental psychology

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