Методы выявления когнитивно одаренных детей
Ключевые слова:
когнитивная одаренность, одаренные дети, выявление одаренности, тестирование интеллекта, IQ, предметные олимпиады, фМРТ
Аннотация
Небольшой процент детей проявляют выдающиеся способности и показывают результаты более высокого уровня, чем их сверстники. Психология как наука собрала знания из разных областей, таких как психометрия, математика, статистика и психология, для разработки методов выявления когнитивно одаренных детей. Изучение интеллекта имеет долгую историю, находилось под влиянием социальной среды, а также войн, систем образования и революций. В этой статье мы сосредоточили внимание на двух основных методах выявления когнитивно одаренных детей: (a) тестировании интеллекта и (b) предметных экзаменах, т. е. олимпиадах (например, по математике, физике, биологии и т.д.). Мы представили краткую историческую перспективу эволюции тестирования интеллекта в Европе и США (включая основные методики, их развитие и распространение) и предметных олимпиад в России, а также обсудили преимущества и ограничения обоих методов. Кроме того, мы подчеркнули, что в сфере нейронаук были предприняты попытки понять механизмы, которые могли бы лежать в основе когнитивных способностей у детей, показывающих высокие результаты, с использованием методов нейровизуализации, таких как функциональная магнитно-резонансная томография (фМРТ). Мы собрали и резюмировали знания из фМРТ-исследований и показали, что большинство из них рассматривает математически одаренных взрослых мужского пола, используя задание на мысленную ротацию. Несмотря на множество работ и полученных с их помощью данных, многое еще предстоит сделать, чтобы понять семантические взаимоотношения мозга и поведения у когнитивно одаренных детей.
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Литература
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37. Walker, A. J, Batchelor, J., & Shores, A. (2009). Effects of education and cultural background on performance on WAIS-III, WMS-III, WAIS-R and WMS-R measures: Systematic review. Australian Psychologist, 44(4), 216-223.
38. Wechsler, D. (1949). Wechsler Intelligence Scale for Children. New York: The Psychological Corporation.
39. Wechsler, D. (1981). Manual for the Wechsler Adult Intelligence Scale, Revised. New York: The Psychological Corporation.
40. Yerkes, R. M. (1915). A point scale for measuring mental ability. Proceedings of the National Academy of Sciences of the United States of America, 1, 114-117.
2. Ardila, A., Rosselli, M., & Ross, P. (1989). Neuropsychological assessment in illiterates: Visuospatial and memory abilities. Brain and Cognition, 11, 147-166.
3. Arsalidou, M., Pascual Leone, J., Johnson, J., Morris, D., & Taylor, M. J. (2013). A balancing act of the brain: Activations and deactivations driven by cognitive load. Brain and Behavior, 3(3), 273-285
4. Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28(2), 117-148.
5. Boake, C. (2002). From the Binet-Simon to the Wechsler-Bellevue: Tracing the History of Intelligence Testing. Journal of Clinical and Experimental Neuropsychology, 24(3), 383-405.
6. Carstairs, J. R., Myors, B., Shores, E. A., & Fogarty, G. (2006). Influence of language background on tests of cognitive abilities: Australian data. Australian Psychologist, 41, 48-54.
7. Desco, M., Navas-Sanchez, F. J., Sanchez-Gonzblez, J., Reig, S., Robles, O., Franco, C., ... Arango, C. (2011). Mathematically gifted adolescents use more extensive and more bilateral areas of the fronto-parietal network than controls during executive functioning and fluid reasoning tasks. NeuroImage, 57(1), 281-292.
8. Duckworth, A. L., Quinn, P. D., Lynam, D. R., Loeber, R., & Stouthamer-Loeber, M. (2011). Role of test motivation in intelligence testing. Proceedings of the National Academy of Sciences of the United States of America, 108(19), 7716-7720.
9. Frame, L. B., Vidrine, S. M. & Hinojosa, R. (2016). Kaufman Test of Educational Achievement, 3rd edition. Journal of Psychoeducational Assessment, 34(8), 811-818.
10. Freed, S. A., & Freed, R. S. (1992). Clark Wissler 1870-1947. National Academy of Sciences of the United States of America Biographical Memoirs, 61, 468-497.
11. Godin, B. (2007). From eugenics to scientometrics: Galton, Cattell, and men of science. Social Studies of Science, 37(5), 691-728.
12. Grigorenko, E. L., & Clinkenbeard, P. R. (1994). An inside view of gifted education in Russia. Roeper Review, 16(3), 167-171.
13. Healy, W. (1914). A pictorial completion test. Psychological Review, 21(3), 189-203.
14. Hoppe, C., Fliessbach, K., Stausberg, S., Stojanovic, J., Trautner, P., Elger, C. E., & Weber, B. (2012). A key role for experimental task performance: effects of math talent, gender and performance on the neural correlates of mental rotation. Brain and Cognition, 78(1), 14-27.
15. Jeltova, I., & Grigorenko, E. L. (2005). Systematic approaches to giftedness. Contributions of Russian psychology. In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (pp. 171-186). Cambridge, MA [et al.]: Cambridge University Press.
16. Jung, R. E., & Haier, R. J. (2007). The Parieto-Frontal Integration Theory (P-FIT) of intelligence: Converging neuroimaging evidence. The Behavioural and Brain Sciences, 30(2), 135-154.
17. Karp, A. (2003). Thirty years after: The lives of former winners of mathematical Olympiads. Roeper Review, 25(2), 83-87.
18. Karp, A. (2010). Teachers of the mathematically gifted tell about themselves and their profession. Roeper Review, 32(4), 272-280.
19. Kaufman, A. S. (2009). IQ Testing 101. New York: Springer Publishing Company.
20. Kolb, B., & Whishaw, I. Q. (2009). Fundamentals of human neuropsychology. New York: Worth Publishers.
21. Lee, K. H., Choi, Y. Y., Gray, J. R., Cho, S. H., Chae, J. H., Lee, S., & Kim, K. (2006). Neural correlates of superior intelligence: stronger recruitment of posterior parietal cortex.NeuroImage,29(2), 578-586.
22. Mcclain, M. C., & Pfeiffer, S. (2012). Identification of gifted students in the United States today: A look at state definitions, policies, and practices. Journal of Applied School Psychology, 28(1), 59-88.
23. Miller, S. A. (1986). Parent’s beliefs about their children’s cognitive abilities. Developmental Psychology, 22(2), 276-284.
24. Miller, S. A., Manhal, M., & Mee, L. L. (1991). Parental beliefs, parental accuracy, and children’s cognitive performance: A search for causal relations. Developmental Psychology, 27(2), 267-276.
25. Mohammad, N., Gholamreza, H., Hossein, N., & Mahmoud, H. (2012). The effect of Gardner theory application on mathematical/logical intelligence and student’s mathematical functioning relationship. Procedia - Social and Behavioral Sciences, 47, 2169-2175.
26. O’Boyle, M. W. (2005). Some current findings on brain characteristics of the mathematically gifted adolescent. International Education Journal, 6(2), 247-251.
27. Owen, A. M., McMillan, K. M., Laird, A. R., & Bullmore, E. (2005). N-back working memory paradigm: A meta-analysis of normative functional neuroimaging studies. Human Brain Mapping, 25(1), 46-59.
28. Peel, E. A. (1954). The permanent contribution of Francis Galton to psychology. British Journal of Educational Psychology, 24, 9-16.
29. Prescott, J., Gavrilescu, M., Cunnington, R., O’Boyle, M. W., & Egan, G. F. (2010). Enhanced brain connectivity in math-gifted adolescents: An fMRI study using mental rotation. Cognitive Neuroscience, 1(4), 277-288.
30. Reynolds, C. R., Chastain, R. L., Kaufman, A. S., & McLean, J. E. (1987). Demographic characteristics and IQ among adults: Analysis of the WAIS-R standardization sample as a function of the stratification variables. Journal of School Psychology, 25, 323-342.
31. Reynolds, M. R., & Keith, T. Z. (2017). Multi-group and hierarchical confirmatory factor analysis of the Wechsler Intelligence Scale for Children-Fifth Edition: What does it measure? Intelligence, 62, 31-47.
32. Rottschy, C., Langner, R., Dogan, I., Reetz, K., Laird, A. R., Schulz, J. B., ... Eickhoff, S. B. (2012). Modelling neural correlates of working memory: a coordinate-based meta-analysis. Neuroimage, 60(1), 830-846.
33. Schneider, W. H. (1992). After Binet-French intelligence-testing. Journal of the History of the Behavioral Sciences, 28(2), 111-132.
34. Siegel, J., Shaughnessy, M. E., & Knoble, R. (1994). An interview with Alan Kaufman. Educational Psychology Review, 8(2), 151-163.Steel, Z., & Silove, D. (2001). The mental health implications of detaining asylum seekers. Medical Journal of Australia, 175, 596-599.
35. Ushakov, D. V. (Ed.). (2000). Psikhologiya odarennosti. Ot teorii k praktike[Psychology of giftedness. From theory to practice]. Moscow: PER SE.
36. Vygotsky, L. (1978). Mind in society(Trans. M. Cole). Cambridge, MA: Harvard University Press.
37. Walker, A. J, Batchelor, J., & Shores, A. (2009). Effects of education and cultural background on performance on WAIS-III, WMS-III, WAIS-R and WMS-R measures: Systematic review. Australian Psychologist, 44(4), 216-223.
38. Wechsler, D. (1949). Wechsler Intelligence Scale for Children. New York: The Psychological Corporation.
39. Wechsler, D. (1981). Manual for the Wechsler Adult Intelligence Scale, Revised. New York: The Psychological Corporation.
40. Yerkes, R. M. (1915). A point scale for measuring mental ability. Proceedings of the National Academy of Sciences of the United States of America, 1, 114-117.
Опубликован
2018-11-06
Как цитировать
ЛяшенкоА. К., ХалезовЕ. А., & АрсалидуМ. (2018). Методы выявления когнитивно одаренных детей. Психология. Журнал Высшей школы экономики, 14(2), 207-218. https://doi.org/10.17323/1813-8918-2017-2-207-218
Выпуск
Раздел
Современные исследования когнитивного развития: социальное научение,коммуникации
