Deck 10: Children Who Have Special Gifts and Talents

Question 1

Gardner identifies nine categories of intelligence. Which of the following is NOT one of them?

A) Spatial
B) Naturalistic
C) Extrasensory
D) Intrapersonal

Answer 1

C

Question 2

In 1920, which researcher began a 60-year longitudinal study of 1,528 children with special gifts and talents?

A) Gardner
B) Torrance
C) Terman
D) Galton

Answer 2

C

Question 3

Researchers now believe that IQ scores

A) are fixed points that can not be changed.
B) are not valid for children under seven.
C) can be improved with education and experience.
D) should be the sole factor in determining giftedness in children.

Answer 3

C

Question 4

The term is used to refer to people who perform at remarkably high levels of accomplishment when compared with others of their age, experience, or environment.

Question 5

Discuss the characteristic of perfectionism as part of gifted students' emotional and social life.

Question 6

Which of the following has the potential to hamper creativity in students?

A) Being encouraged to take risks or explore new areas or experiences
B) Facing and overcoming academic obstacles
C) The increasing emphasis on high-stakes testing which narrows the curriculum
D) Being intrinstically motivated to complete a task

Question 7

In the education of gifted and talented students, more attention has been paid to other single factor.

A) creativity
B) insight
C) long-term memory
D) short-term memory than to any

Question 8

Students with special gifts and talents excel in which of the following components of the IPM?

A) Spelling
B) Central Processing
C) Problem-Based Learning
D) Creativity

Question 9

Giftedness in the early years may be defined as expectation for _____________ or _________________.

Question 10

are children who develop extraordinarily fast.

Question 11

The final results in Terman's longitudinal study found

A) the study group, in their sixties and seventies, were superior in health, psychological well-being and survival rates to the general population.
B) the study group, in their sixties and seventies, were now equal in health, psychological well-being and survival rates to the general populations.
C) as the study group grew older, the women in the group functioned more as gifted underachievers.
D) the study group was superior in financial accomplishments, but not in health or survival rates.

Question 12

Gardner's idea that individuals can have strengths in various different areas is known as .

Question 13

Describe the roles that heredity and the environment play in the development of intellectual giftedness.

Question 14

What is one possible explanation for why boys are more likely to be identified as having special gifts and talents than girls?

A) Social pressure for girls to be more passive and modest may encourage them to mask their abilities.
B) Boys are genetically predisposed to greater intellectual abilities.
C) The tests commonly used to identify SGT are not well suited for girls' verbal abilities.
D) Boys tend to be more aggressive; in the classroom, this can be confused for above average intelligence.

Question 15

The report Rising Above the Gathering Storm found that

A) the US graduated more engineers than other countries.
B) the US 12th graders performed above average for 21 countries on a test in science and math.
C) the US 12th graders performed below average on science but above average on math tests when compared to 21 other countries.
D) the US 12th graders performed below average for 21 countries on a test in science and math.

Question 16

Contrary to stereotypes, individuals with special gifts and talents tend to be

A) more disturbed than normal peers.
B) impatient with themselves.
C) less coordinated and less healthy than peers.
D) well-adjusted and healthier than peers.

Question 17

The Hunter Elementary longitudinal study found that the highly intelligent study cohort went on to have surprisingly ordinary but well-rounded lives.

Question 18

In the U.S., early definitions of giftedness were related to

A) performance on achievement tests.
B) performance in the classroom.
C) performance in the arts.
D) performance on the Stanford-Binet Intelligence Test.

Question 19

A psychologist who views giftedness as a series of special abilities called multiple intelligences is

A) Binet.
B) Terman.
C) Gardner.
D) Renzulli.

Question 20

The research conducted by Lewis Terman was important to the study of gifted individuals because it

A) identified the characteristics we use today.
B) set the pattern for selection of gifted individuals.
C) followed a large number of gifted individuals into adulthood and old age.
D) focused its attention on the developmental stages of young males.

Question 21

Talent in the visual and performing arts is usually determined by

A) a consensus of expert judges.
B) evaluations by parents.
C) tests of artistic ability.
D) tests of musical aptitude.

Question 22

Which of the following is NOT a common characteristic of gifted underachievers?

A) Feelings of inferiority
B) Less desire to excel
C) Less of a sense of life goals
D) Perseverance

Question 23

The problem-based learning approach

A) was developed by Terman.
B) may increase perfectionism.
C) can only be used in hands-on applications.
D) places emphasis on openness to express ideas in the arts rather than just verbal expression.

Question 24

One special way in which the learning environment can be modified to help students who are gifted meet some of their goals is through

A) special education classrooms.
B) lectures.
C) educational acceleration.
D) Tier I activities.

Question 25

According to Coleman (1992), gifted students with learning disabilities differed from average students with learning disabilities in that

A) the gifted students consistently worked harder on their homework.
B) the average students asked for much more support from the teacher.
C) the gifted students had developed many constructive coping strategies.
D) the average students had developed more problem-solving plans.

Question 26

Telescoping grades is a form of

A) correlated assets.
B) a PBL program.
C) student acceleration.
D) content sophistication.

Question 27

Project U-STARS-PLUS

A) is a preschool program for young children who are gifted.
B) is a science based enrichment program for high school students.
C) helps to identify young children with outstanding potential through teacher's knowledge of their students.
D) is a cluster grouping program for middle school science.

Question 28

The NC School of Science and Math for students with special gifts and talents is an example of which RtI tier?

A) I
B) II
C) III
D) IV

Question 29

Which of these is a common characteristic of gifted underachievers?

A) Expectations of failure
B) Feelings of superiority
C) High self-esteem
D) Realistic goal setting

Question 30

A student who is twice exceptional

A) is gifted in both reading and math.
B) has a disability and SGT.
C) is talented in arts and academics.
D) has abilities greater than most with SGT.

Question 31

Gifted students with Asperger's syndrome usually have a problem with

A) metagcognition.
B) rote memory.
C) social relationships.
D) working memory.

Question 32

Most school systems fail to provide services for gifted underachievers because

A) these students are not readily identified.
B) teachers are unwilling to reward lackluster students with special programs.
C) this population is not a funding priority.
D) research findings do not support the effectiveness of such programs.

Question 33

Describe Project U-STARS and list three key elements that the program is based on.

Question 34

Research studies show that gifted children accelerated in school placement

A) adjust as well or better than students of similar ability who are not accelerated.
B) do not benefit academically.
C) do not encounter social adjustment problems.
D) do not enter their careers sooner than students who are not accelerated.

Question 35

A fact that is becoming increasingly clear about gifted underachievers is that

A) they tend to have a negative self-concept and low self-esteem.
B) they can be identified readily by an observant teacher.
C) their numbers have been increasing by leaps and bounds.
D) they cannot change their pattern of behavior.

Question 36

If a school system wishes to narrow the range of ability in instructional settings, it should consider

A) early entrance.
B) cluster grouping.
C) magnet schools.
D) compacted courses.

Question 37

Perfectionism occurs in gifted students when

A) parents push the child too hard.
B) the student can not match his/her behavior to his/her expectations.
C) the student becomes unmotivated and then overly motivated.
D) the student enters high school and the expectations are higher.

Question 38

Children from culturally/linguistically diverse families may need different identification methods to uncover their abilities. One strategy is to

A) use a single criterion in the identification process.
B) use the brainstorming technique.
C) use the assimilist approach.
D) use portfolios of student work samples to document giftedness.

Question 39

Students whose academic performance consistently falls far short of expectations despite high cognitive abilities are referred to as ___________.

Question 40

An example of at a younger-than-normal age.

A) acceleration
B) enrichment
C) sophistication
D) novelty is when an intellectually and socially mature child is allowed to enter kindergarten

Question 41

A problem that encourages the student to define the issue, organize the components, and then solve the problem is called

A) convergent thinking.
B) flexibility.
C) divergent thinking.
D) problem-based learning.

Question 42

What challenge faces students with SGT as they transition to adulthood?

A) Limited job opportunities due the lack of a vocational education
B) The financial burden of extended education and delayed job entry
C) Lack of social skills due to an over-emphasis on academic success
D) Boredom from a lack of academic stimulation

Question 43

When students are presented with a problem without a clear solution, and utilize their teacher as a metacognitive coach to solve the problem, they are engaging in

A) problem-solving.
B) problem-based learning.
C) problem finding.
D) brainstorming.

Question 44

A seventh grade class is studying the solar system. A small group of students wanted to expand their studies to include the formation of black holes. The classroom teacher meets with this group on a daily basis to discuss their progress and offer additional help. This is an example of Tier in the RtI model.

A) I
B) II
C) III
D) IV

Question 45

Advanced placement is an example of

A) student enrichment.
B) a Tier I activity.
C) student acceleration.
D) vertical equity.

Question 46

In a problem-based learning model, the teacher functions as a

A) information-giver.
B) metacognitive coach.
C) the main problem solver who then instructors the class on solving the task.
D) observer.

Question 47

One strategy to help students with gifts avoid the chronic boredom of having to "learn" things they already know is . This basic principle of this idea is that if students already know something and have the basic skills to apply the knowledge, they should be allowed to move on to other areas of learning.

Question 48

Research has found that the overall impact of home schooling on students who are gifted or talented

A) is a very favorable educational alternative.
B) is limiting to their social development.
C) decreases their academic achievement.
D) is positive for creative development but not for academic development.

Question 49

Acceleration allows the student to move more rapidly through the curriculum

A) after they demonstrate mastery over the standard lesson.
B) once they are selected by a magnet school.
C) once they have been identified as gifted.
D) once they have been assigned to a resource classroom.