Deck 15: Learners With Special Gifts and Talents

Question 1

According to Sternberg, which type of giftedness involves insight, intuition, creativity, or adeptness at coping with novel situations?

A)practical
B)analytic
C)synthetic
D)pragmatic

Answer 1

C

Question 2

The ability to express novel and useful ideas, to sense and elucidate relationships, and ask previously unthought of but important questions is

A)talent.
B)genius.
C)creativity.
D)insight.

Answer 2

C

Question 3

According to the text, typical points of disagreement regarding the definition of giftedness include all of the following EXCEPT

A)the domains in which gifted children excel.
B)how giftedness is measured.
C)the degree to which a child excels that is necessary to be considered gifted.
D)the age at which giftedness can be identified.

Answer 3

D

Question 4

Today, there is an emphasis on

A)developing talents of all students, with less attention to those who might be gifted.
B)helping gifted students distinguish themselves further by fulfilling their potential.
C)eliminating giftedness as a category for special education services.
D)downplaying giftedness so children will not be stigmatized or rejected because of their differences.

Question 5

Cognitive tests measure

A)raw abilities.
B)academic achievement.
C)intellectual content.
D)developed abilities.

Question 6

According to DiGennaro, an ugly secret of contemporary American education policy is

A)unhelpful social pressure by school personnel.
B)the neglect of our most talented students.
C)the No Child Left Behind Act's inclusion of gifted students.
D)the moral obligation to help disadvantaged students.

Question 7

At the age of three, Justin wrote his first short story. What characteristic does his remarkable accomplishment indicate?

A)genius
B)precocity
C)creativity
D)insight

Question 8

Which of the following statements about giftedness is true?

A)It is not an inherent, immutable trait that a person necessarily carries for life.
B)Having a special gift at one thing tends to mean a person is good at most things.
C)Giftedness refers to superior abilities in one area that are exhibited under all circumstances.
D)Gifted is believed to be a remarkable ability to do something, whether it is valued by society or not.

Question 9

Which one of the following statements reflects a common misconception about giftedness?

A)Children who are gifted usually like school.
B)Motivation and creativity are as much of an indicator of giftedness as IQ.
C)Some people are gifted in one area only.
D)Individuals who are gifted intellectually tend to be socially inept.

Question 10

What services are mandated by federal law for students who are gifted?

A)Students who are gifted are protected by IDEA and so have the same rights to receive an appropriate education.
B)Similar services are mandated as are required by IDEA although the student generally does not need to have an IEP.
C)Schools must provide programs but they do not need to be individualized.
D)None; services are not required by federal law.

Question 11

Having a spectacular aptitude or capacity in any area or extremely rare intellectual powers refers to

A)talent.
B)genius.
C)insight.
D)creativity.

Question 12

According to the most common elements of state definitions, giftedness is evidenced by all of the following EXCEPT

A)superior intellectual ability.
B)extraordinary capacity for leadership.
C)exceptional creativity in music.
D)superior athletic ability.

Question 13

School systems have widely differing practices regarding the education of students with special gifts and talents because

A)states get different amounts of money based on the number of students they identify.
B)cultural belief about the existence of giftedness is regional.
C)the term "gifted" has no clear cut definition.
D)systems within a state have more or fewer students from economically advantaged families.

Question 14

Sternberg's theory of intelligence suggests three kinds of giftedness:

A)verbal, quantitative, and spatial.
B)academic, artistic, and interpersonal.
C)analytic, synthetic, and practical.
D)abstract, concrete, and intuitive.

Question 15

Cognitive superiority, creativity, and motivation in combination and of notable magnitude that makes it possible for a person to contribute something of value to society is

A)genius
B)giftedness
C)creativity
D)insight

Question 16

Special ability, aptitude, or accomplishment ordinarily refers to

A)talent.
B)creativity.
C)genius.
D)insight.

Question 17

Claudia has an exceptional ability to separate relevant from irrelevant information and to relate new and old information in a novel and productive way. Claudia demonstrates which characteristic?

A)giftedness
B)insight
C)genius
D)creativity

Question 18

Definitions of giftedness are shaped to a large extent by

A)psychological research.
B)socioemotional factors.
C)cultural beliefs.
D)federal laws.

Question 19

Jasmine is a successful business woman. In 1981, she started a small bookstore that, within ten years, grew to a national chain of bookstores. Jasmine demonstrates high performance in which aspect of intelligence in Sternberg's model?

A)analytic
B)practical
C)synthetic
D)self-management

Question 20

The concept of multiple intelligences

A)is scientifically untenable.
B)is not longer popular.
C)has been validated by research.
D)has proven application to teaching.

Question 21

One of the worst misconceptions of the field of gifted education is

A)the idea that gifted students are more likely to be bullies.
B)the idea that gifted students are superior in every way, including strength and beauty.
C)the idea that giftedness and mental illness are linked.
D)the idea that gifted students are physically stronger and more socially adept.

Question 22

According to research cited in the text, what is the relationship between giftedness and genetics?

A)Only IQ is affected by genetics; practical intelligences are not subject to genetic influence.
B)Nongenetic, biological influences have a more powerful effect on giftedness than genetics.
C)All forms of giftedness are due to a combination of genetic and social factors.
D)Giftedness is determined by a combination of environmental factors.

Question 23

Proportionality of ethnic groups represented by gifted identification could be achieved if all of the following efforts are made EXCEPT

A)use of quota systems.
B)use of culturally sensitive identification criteria.
C)counseling to raise aspirations of students in underrepresented groups.
D)availability of high-achieving models from all ethnic groups.

Question 24

The major goals with respect to students with disabilities who also have special gifts or talents include each of the following EXCEPT

A)identification of such talents.
B)research and development.
C)preparation of teachers.
D)limiting the allowed combinations of disability/giftedness.

Question 25

Which one of the following statements is true?

A)Gifted students tend to be far ahead of their agemates in all areas of academic performance.
B)Gifted students tend to be bored with and antagonistic toward school.
C)The majority enter occupations that demand greater than average intellectual ability, creativity, and motivation.
D)They tend to perceive themselves in negative terms..

Question 26

All of the following arguments have been used against special education for children who are gifted EXCEPT

A)It is inhumane and un-American to segregate students for instruction.
B)It is not fair to allocate special resources for those who are already advantaged.
C)Students labeled as gifted develop more emotional problems than students with similar abilities who are not labeled.
D)There is a danger of leaving some children out when only the ablest are selected for special programs.

Question 27

Gifts and talents of students with disabilities are often overlooked for each of the following reasons EXCEPT

A)stereotypic expectations prevent teachers from identifying them.
B)focus on assessment of disability without attention to talents.
C)legally, students cannot have more than one label.
D)narrow views of giftedness as global, high intelligence only.

Question 28

The largest group of neglected students with gifts is

A)females.
B)students with disabilities.
C)students from lower socioeconomic levels.
D)students from culturally diverse backgrounds.

Question 29

Each of the following is a reason for low numbers of students identified as gifted from low socioeconomic status and those living in remote areas EXCEPT lack of

A)access to materials.
B)caring parents.
C)basic necessities.
D)diverse early experiences.

Question 30

All of the following are principles of identification that help ensure fairness EXCEPT

A)assessments that go beyond a narrow conception of talent.
B)reliable and valid instruments.
C)multiple measures/criteria approach.
D)appreciation of large group studies and focus on a combination of scores.

Question 31

Leaders in the field agree that special education for students with gifts or talents should have each of the following characteristics EXCEPT

A)a curriculum designed to accommodate advanced cognitive skills.
B)instructional strategies consistent with the learning of students in particular content areas.
C)administrative arrangements facilitating appropriate grouping of students for instruction.
D)a program that emphasizes keeping gifted students with their age peers at all times.

Question 32

Factors that promote underachievement in school include all of the following EXCEPT

A)cultural barriers to success in certain fields.
B)chaotic, neglectful, or abusive home environment.
C)nurturing social climate in the classroom.
D)bias against identifying or programming for students from some minority groups.

Question 33

Students with intellectual gifts

A)tend to be more frequently bullied than other students.
B)sometimes bully others and are sometimes bullied by others.
C)are often bullied by others, but do not bully.
D)have been shown to bully more often than others.

Question 34

In addition to IQ and achievement tests, what other method is commonly used to identify giftedness?

A)nominations
B)personality tests
C)interviews
D)interest inventories

Question 35

Federal reports and legislation have assumed that the prevalence of giftedness in the school population is about

A)1 to 2%.
B)3 to 5%.
C)10 to 12%.
D)15 to 20%.

Question 36

Children whose development and accomplishments meet or exceed those of adults with extraordinary talent are known as

A)precocious.
B)prodigies.
C)geniuses.
D)super-gifted.

Question 37

To mediate barriers against identification of giftedness in students with disabilities, researchers recommend all of the following EXCEPT

A)assessment that includes information about extracurricular activities.
B)ability should not be viewed in terms of experiential opportunity.
C)special effort to note patterns of strength.
D)comparison made with other students with similar disabilities.

Question 38

All of the following factors help to explain the underrepresentation of females in programs for giftedness EXCEPT

A)the glamorization of sex differences.
B)that teachers pay less attention to high achieving girls.
C)that parents have overly high expectations for girls.
D)the societal stereotypes of males and females.

Question 39

All of the following have been found to occur in families of highly successful persons EXCEPT

A)Parents provided a space in the home designated for play only.
B)Parents took it for granted that their children would learn in the area of talent, just as they would learn language.
C)Parents sought special instruction and special teachers for the child.
D)Parents were role models (at least at the start of their child's development of talent), especially in terms of lifestyle.

Question 40

Which statement is true?

A)Intellectually gifted children are often insensitive to the feelings of others.
B)Intellectually gifted children are often highly concerned about interpersonal relationships, intrapersonal states, and moral issues.
C)Advanced cognitive abilities often result in poor emotional adjustment.
D)Students who are gifted do not need education in morality.

Question 41

Genetic factors contribute to giftedness.

Question 42

Probably the central issue in the education of adolescents with special gifts and talents is that of

A)vocational focus versus academic focus.
B)acceleration versus enrichment.
C)inclusion versus separate schools.
D)grade-skipping versus acceleration.

Question 43

There are many proven applications of the theory of multiple intelligences to teaching.

Question 44

Early enrollment in college courses has worked particularly well for adolescents who are gifted in

A)writing.
B)the arts.
C)math.
D)science.

Question 45

Students who are gifted are not likely to excel without special education programs.

Question 46

Instruction that is based on student readiness, that includes continuous assessment, that varies activities and assignments, and that supports active exploration of topics at varying levels is

A)differentiated.
B)specialized.
C)inclusive.
D)enriched.

Question 47

The recognition of giftedness is a relatively new phenomenon.

Question 48

Environmental factors such as socioeconomic level have little effect on intelligence.

Question 49

Larry, a student who is gifted, skipped third grade. This is an example of which programming strategy?

A)acceleration
B)independent study
C)enrichment
D)special class

Question 50

Each of the following is a myth about acceleration EXCEPT:

A)The majority of students are not socially mature enough to advance grades.
B)Holding students to their grade level is a safer educational route.
C)It results in gaps in students' knowledge.
D)Students who are accelerated into grades beyond their agemates get bullied more.

Question 51

All of the following are developments with implications for improved education of students with special gifts and talents EXCEPT

A)advances in telecommunication.
B)presence of computers in home and classroom.
C)call for excellence in American education.
D)having more teachers who are gifted themselves certified to teach gifted students.

Question 52

Nonproductivity is not equivalent to underachievement.

Question 53

Giftedness is a stable trait that is evident throughout all periods of a person's life.

Question 54

Which of the following findings about acceleration is TRUE?

A)It is less effective in raising student achievement than most school reforms.
B)Accelerated students are no more likely to aspire to advanced degrees than are nonaccelerated students.
C)When the curriculum moves at a slow pace, boredom frequently ensues.
D)There are no proven instruments for making acceleration decisions.

Question 55

Preschool children with special gifts and talents need the freedom to

A)study with older children in specific areas.
B)develop social competence by remaining with age mates.
C)develop adaptive behavior.
D)develop pragmatic language skills.

Question 56

In adulthood, people with gifts are prone to emotional instability and early decline.

Question 57

Precocity refers to remarkably early development.

Question 58

Additional experiences provided to students without placing them in a higher grade are known as

A)acceleration.
B)resource programs.
C)enrichment.
D)mentor programs.

Question 59

A child can attain a gifted level of performance even if he or she is has a disability.

Question 60

All of the following are barriers inhibiting the development of programs for preschool children who are gifted EXCEPT

A)laws preventing early admission to school.
B)unavailability of intelligence tests.
C)lack of appropriate teacher training.
D)lack of parental advocacy.

Question 61

What is meant by the statement "we should speak of people who exhibit gifted behavior, rather than of gifted people?"

Question 62

Describe three strategies that could be used to promote identification of equal proportions of all ethnic groups as having special gifts or talents.

Question 63

What factors seem to influence intelligence? How do each contribute to giftedness?

Question 64

Describe four ways that teachers can collaborate to serve students who are gifted.

Question 65

Describe acceleration and discuss the advantages of this approach to meeting educational needs of students who are gifted or talented.

Question 66

Describe three possible reasons why females are underrepresented in programs for giftedness.

Question 67

Why is it difficult to identify giftedness in school-age children, especially when considering multicultural differences? List three principles that should be followed to help ensure fairness in identification.

Question 68

List four barriers to developing better education for young children who appear to have special gifts or talents and the early identification and programming for these children.

Question 69

Describe what is meant by the statement, "America is ambivalent toward students with special gifts or talents."

Question 70

Why is there so much emphasis on developing the talents of all students with less special attention to those who may be identified as gifted or talented? React to this situation: what are some pros and cons of this position (provide at least two "pros" and two "cons")?