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Multiple Choice Questions:
1. The children in the Terman study:
a) Were generally well-adjusted
b) Showed signs of degeneration
c) Predominately weak, unattractive, and emotionally unstable
d) Were of average ability
2. A student who feels responsible for his or her own success and failures can best be
described as having what?
a) Low internal locus of control
b) High internal locus of control
c) Low external locus of control
d) High external locus of control
3. Which group of students may have the most difficulty with social adjustment?
a) Moderately gifted students (IQ over 130)
b) Average ability students (IQ around 100)
c) Highly gifted students (IQ over 160)
d) Popular students (varying IQ levels)
4. Which researcher was most concerned with “communities of practice”?
5. The Threshold Concept applies to which relationship?
a) Intelligence and Empathy
b) Intelligence and Achievement
c) Creativity and Intelligence
d) Achievement and Ability
6. According to Simonton, which of the following statements is true?
a) The higher the IQ, the more likely a person is to become eminent.
b) Psychopathology is common among creatively eminent achievers.
c) First-born children are more likely to become great artists and writers.
d) To achieve eminence, one’s childhood should be without hardship.
7. Which is a characteristic of a prodigy?
a) Ability is limited to a specific domain
b) Very high IQ
d) Risk-taking behavior
8. Feldhusen believes that preparation programs for teachers of the gifted should:
a) Focus on intellectually gifted teachers
b) Focus on competencies, skills and knowledge
c) Focus on personal traits of teachers
d) Involve creatively gifted teachers
9. Which characteristics of teachers do gifted children report as most important?
a) Advanced content knowledge
b) Superior intellect
c) Possess advanced degrees
d) Personal and social qualities
1. Why would highly gifted children have more difficulty with social adjustment?
2. What factors could explain why gifted students tend to score higher on measures of overall
3. What are the negative aspects of being gifted? Positive aspects?
4. What are the four style preferences in Renzulli and Reis’s model? Give examples of each
5. How could you incorporate Renzulli and Reis’s style preferences into a classroom, as a
6. What examples of gifted people from history show high capacity of moral thought? What
examples show “benign chicanery” develops into less moral behaviors?
7. What are the implications of the Threshold Concept for gifted programs?
8. What challenges to highly creative student pose to teachers? How could you meet those
9. The chapter states that “The great difficulty for parents and educators is determining when
to set firm boundaries and when to facilitate gifted children’s ‘behaving out of the box.” Give
a concrete example of when each of these approaches would be necessary in the classroom
and explain your reasoning.
10. Compare and contrast Bloom’s findings about the development of talent with traditional
11. What role does the community play in the development of talent?
12. What are the three factors in Feldman’s co-incidence of theory of child prodigies? Give
an example of each.
1. Answers will vary, but should include some reference to difficulty relating to and/or
finding a suitable intellectual peer group.
2. Answers will vary, but all answers should include a reference to the fact that gifted
students score significantly higher only on the academic measures of self-concept.
3. Answers will vary, but should include some of the social and emotional challenges that can
occur (i.e., perfectionism, underachievement, difficulty in social adjustment) as well as
challenges to the classroom (i.e., frustrations, superior humor, emotional sensitivity).
4. Instructional style preferences include lecture, discussion, demonstration, projects, and
independent study (among others). Learning environment preferences include interpersonal
(self-, peer-, adult-oriented) and physical conditions (i.e., light, heat, sound, time of day, etc.).
Expression styles preferences include written, oral, discussion, graphical, or other types of
demonstration of learning. Finally, thinking style preferences include analytic, synthetic,
practical, legislative, executive, and judicial.
5. See above, and check if students have applied the concepts to their classroom contexts
6. Answers will vary. Students should include examples of people in history who used their
gifts to help others (such as Jonas Salk, inventor of the Polio vaccine) and those who used
their gifts to take advantage of other people (such as Bernard Madoff, sentenced to prison for
conceptualizing a Ponzi scheme that lost investors millions of dollars).
7. Answers may vary, but should include the importance of distinguishing between creatively
and intellectually gifted students. This is important both in the examination of test scores and
the recommendations from teachers.
8. Answers will vary. Students should include some of the negative characteristics of creative
persons (such as temperamental, emotional, stubborn, rebellious, arrogant, impatient, or
absentminded). They should also supply some classroom techniques that would scaffold
success for these types of behaviors.
9. Answers will vary. Students should explain their thought process behind each example.
Each example should demonstrate understanding of pedagogy appropriate for gifted children.
10. Answers may vary, but should include details of Bloom’s findings including: informal
instruction at home; individualized instruction with individualized objectives, standards, and
feedback; one specialized area; and clear methods and purposes to inspire hard work.
11. Answers will vary, but students should mention the work of Sosniak and the development
of communities of practice outside the home (i.e., piano teachers, swim lessons at the “Y”,
scientists, clubs, summer camps, etc.)
12. Individual, environmental, and historical forces. Examples given will vary.