«Tripartite Model of Giftedness»: Cognitive Achievements According to WECHSLER Assessment Intelligence Scales
https://doi.org/10.54088/3mdggd
Keywords:
Giftedness, Wechsler Scales, General Ability IndexAbstract
The appraisal of intellectual ability in gifted students is an interesting though composite hypothesis. The purpose of this study is to analyze and compare the two main and most reliable methods to measure giftedness: the most worldwide used, the quantitative assessment and the qualitative assessing procedures. The Tripartite Model of Giftedness considers of giftedness as a social construction and not something that is real, which incorporates three distinct but complementary perspectives: Giftedness through the perspective of high intelligence, through the perspective of outstanding accomplishments and through the perspective of potential to excel. The first perspective is based on assessing student’s intellectual ability using standardized IQ tests. The second one focuses mainly on student’s performance in classroom and on academic tasks. According to the third perspective, students are very likely to substantially increase their cognitive abilities and academic performance when provided with special resources or when they are placed in a special gifted program. The Wechsler Intelligence Scales constitute worldwide the most used and most reliable quantitative assessment method of intellectual abilities mainly of verbal comprehension, visual spatial perception, fluid reasoning, working memory, processing speed. In a pure psychometric level, the dominant view is that the most proper appraisal of general intellectual functionality in high intelligent students, is not mainly the measurement of the Full-Scale Intelligence Quotient (FSIQ), yet the assessment of the most complex and composite intellectual abilities, as it is defined from the General Ability Index (GAI). In the present article five common characteristics of intellectual achievements of gifted students are analyzed in depth.
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