1 |
Berg e McDonald (2018)Berg, D. H., & McDonald, P. A. (2018). Differences in mathematical reasoning between typically achieving and gifted children. Journal of Cognitive Psychology, 30(3), 281-291. https://doi.org/10.1080/20445911.2018.1457034 https://doi.org/10.1080/20445911.2018.14...
|
|
- |
Canadá |
2 |
Calero et al. (2011)Calero, M. D., Belen, G-M., M., & Robles, M. A. (2011). Learning potential in high IQ children: The contribution of dynamic assessment to the identification of gifted children. Learning and Individual Differences, 21, 176-181. https://doi.Org/10.1016/j.lindif.2010.11.025 https://doi.Org/10.1016/j.lindif.2010.11...
|
|
Espanha |
Espanha |
3 |
Dağlioğlu e Suveren (2013)Dağlioğlu, H. E., & Suveren, S. (2013). The role of teacher and family opinions in identifying gifted kindergarten children and the consistence of these views with children’s actual performance. Educational Sciences: Theory & Practice, 13(1), 444-453. http://www.edam.com.tr/estp http://www.edam.com.tr/estp...
|
|
Turquia |
Turquia |
4 |
Ersoy et al. (2019)Ersoy, E., Ogurlu, U., & Aydin, H. (2019). Gifted students’ and their parents’ perceptions of decision making processes: a Turkish case. Springer Nature, 50, 403-421 https://doi.org/10.1007/s10780-019-09357-1 https://doi.org/10.1007/s10780-019-09357...
|
|
Turquia |
Turquia |
5 |
Garces-Bacsal (2010)Garces-Bacsal, R. M. (2010). Tales gifted children tell: exploring PTAT responses as pathways to socio-affective concerns. Gifted Child Quarterly, 54(2), 138-151. https://doi.org/10.1177/0016986209358616 https://doi.org/10.1177/0016986209358616...
|
|
Filipinas |
Singapura |
6 |
Grant (2013)Grant, A. (2013). Younggifted children transitioning into preschool and school: What matters? Australasian Journal of Early Childhood, 38(2), 23-31. https://doi.org/10.1177/183693911303800204 https://doi.org/10.1177/1836939113038002...
|
|
- |
Austrália |
7 |
Irby e Floyd (2017)Irby S. M., & Floyd, R. G. (2017). The exchangeability of brief intelligence tests for children with intellectual giftedness: illuminating error variance components’ influence on IQS. Psychol Schs, 54, 1064-1078. https://doi.org/10.1002/pits.22068 https://doi.org/10.1002/pits.22068...
|
|
EUA |
EUA |
8 |
Kroesbergen et al. (2016)Kroesbergen, E. H., van Hooijdonk, M., Viersen, S. V., Middel-Lalleman, M. M. N., & Reijnders, J. J. W. (2016). The psychological well-being of early identified gifted children. Gifted Child Quarterly, 60(1), 16-30. https://doi.org/10.1177/0016986215609113 https://doi.org/10.1177/0016986215609113...
|
|
Holanda |
Holanda |
9 |
Li e Shi (2019)Li, D., & Shi, J. (2019). Fluid intelligence, trait emotional intelligence and academic performance in children with different intellectual levels. High Ability Studies, 32(1), 51-69. https://doi.org/10.1080/13598139.2019.1694493 https://doi.org/10.1080/13598139.2019.16...
|
|
China |
China |
10 |
Liu et al. (2011)Liu, T, Xiao, T, Shi, J., & Zhao, L. (2011). Sensory gating, inhibition control and child intelligence: an event-related potentials study. Neuroscience, 189, 250-257. https://doi.Org/10.1016/j.neuroscience.2011.05.009 https://doi.Org/10.1016/j.neuroscience.2...
|
|
- |
China |
11 |
Mills (2015)Mills, M. T (2015). Narrative performance of gifted African American school-aged children from low-income backgrounds. American Journal of Speech-Language Pathology, 24, 36-46. https://doi.org/10.1044/20l4_AJSLP-13-0150 https://doi.org/10.1044/20l4_AJSLP-13-01...
|
|
EUA |
EUA |
12 |
Montero-Linares et al. (2013)Montero-Linares, J., Navarro-Guzmán, J. I., & Aguilar-Villagrán, M. (2013). Procesos de automatización cognitiva en alumnado con altas capacidades intelectuales. Anales de psicologia, 29(2), 454-461. https://doi.org/10.6018/analesps.29.2.123291 https://doi.org/10.6018/analesps.29.2.12...
|
|
- |
Espanha |
13 |
Pilarinos e Solomon (2017)Pilarinos, V., & Solomon, C. R. (2017). Parenting styles and adjustment in gifted children. Gifted Child Quarterly, 61(1), 87-98. https://doi.org/10.1177/0016986216675351 https://doi.org/10.1177/0016986216675351...
|
|
Canadá |
Canadá |
14 |
Shi et al. (2013)Shi, J., Tao, T., Chen, W., Cheng, L., Wang, L., & Zhang, X. (2013). Sustained attention in intellectually gifted children assessed using a continuous performance test. PLoS ONE, 8(2), 1-8. https://doi.org/10.1371/journal.pone.00574l7 https://doi.org/10.1371/journal.pone.005...
|
|
China |
China |
15 |
Vogelaar et al. (2019)Vogelaar, B., Resing, W. C. M., Stad, F. E., & Sweijen, S. W. (2019). Is planning related to dynamic testing outcomes? Investigating the potential for learning of gifted and average-ability children. Acta Psychologic, 196, 87-95. https://doi.Org/10.1016/j.actpsy.2019.04.004 https://doi.Org/10.1016/j.actpsy.2019.04...
|
|
Holanda |
Holanda |
16 |
Vogelaar e Resing (2017)Vogelaar, B., & Resing, W. C. M. (2017). Changes over time and transfer of analogy-problem solving of gifted and non-gifted children in a dynamic testing setting. Educational Psychology, 38(7), 898-914. https://doi.org/10.1080/01443410.2017.1409886 https://doi.org/10.1080/01443410.2017.14...
|
|
Holanda |
Holanda |
17 |
Vogelaar et al. (2017)Vogelaar, B., Bakker, M., Hoogeveen, L., & Resing, W. C. M. (2017). Dynamic testing of gifted and average-ability children’s analogy problem solving: does executive functioning play a role? Psychology in the Schools, 54, 837-851. https://doi.org/10.1002/pits.22032 https://doi.org/10.1002/pits.22032...
|
|
Holanda |
Holanda |
18 |
Vogelaar et al. (2016)Vogelaar, B., Bakker, M., Elliott, J. G., & Resing, W. C. M. (2016). Dynamic testing and test anxiety amongst gifted and average-ability children. British Journal of Educational Psychology, 87(1), 75-89. https://doi.org/10.1111/bjep.12136 https://doi.org/10.1111/bjep.12136...
|
|
Holanda |
Holanda |
19 |
Vogl e Preckel (2014)Vogl, K., & Preckel, F. (2014). Full-time ability grouping of gifted students: impacts on social self-concept and school-related attitudes. Gifted Child Quarterly, 58(1), 51-68. https://doi.org/10.1177/0016986213513795 https://doi.org/10.1177/0016986213513795...
|
|
Alemanha |
Alemanha |
20 |
Walsh et al. (2017)Walsh, R., Bowes, J., & Sweller, N. (2017). Why would you say goodnight to the moon? Response of young intellectually gifted children to lower and higher order questions during storybook. Journal for the Education of the Gifted, 40(3), 220-246. https://doi.org/10.1177/0162353217717032 https://doi.org/10.1177/0162353217717032...
|
|
Austrália |
Austrália |
21 |
Walsh e Kemp (2019)Walsh, R. L., & Kemp, C. R. (2019). The effect of higher-order questioning on the complexity of gifted preschoolers’ language. The Australasian Journal of Gifted Education, 28(1), 5-22. https://doi.org/10.21505/ajge.2019.0002 https://doi.org/10.21505/ajge.2019.0002...
|
|
Austrália |
Austrália |
22 |
Walsh e Kemp (2012)Walsh, R. L., & Kemp, C. (2012). Evaluating interventions for young gifted children using single-subject methodology: a preliminary study. Gifted Child Quarterly, 57(2), 110-120. https://doi.org/10.1177/0016986212466259 https://doi.org/10.1177/0016986212466259...
|
|
- |
Austrália |
23 |
Winsler et al. (2013)Winsler, A., Karkhanis, D. G., Kim, Y. K., & Levitt, J. (2013). Being black, male, and gifted in Miami: prevalence and predictors of placement in elementary school gifted education programs. The Urban Review, 45, 416–447. https://doi.org/10.1007/s11256-013-0259-0 https://doi.org/10.1007/s11256-013-0259-...
|
|
EUA |
EUA |
24 |
Zhang, Zhang et al. (2016)Zhang, H., Zhang, X., He, Y, & Shi, J. (2016). Inattentional blindness in 9 to 10 year-old intellectually gifted children. Gifted Child Quarterly, 60(4), 1-9. http://dx.doi.org/10.1177/0016986216657158- http://dx.doi.org/10.1177/00169862166571...
|
|
China |
China |
25 |
Zhang, He et al. (2016)Zhang, H., He, Y., Tao, T., & Shi, J-N. (2016). Intellectually gifted rural-to-urban migrant children’s attention. High Ability Studies, 27(2), 193-209. https://doi.org/10.1080/13598139.2016.1242064 https://doi.org/10.1080/13598139.2016.12...
|
|
China |
China |
26 |
Martín-Lobo et al. (2018)Martín-Lobo, P., Santiago-Ramajo, S., & Vergara-Moragues, E. (2018). Neuropsychological differences among students with learning difficulties, without learning difficulties, and with high capacity. Mind, Brain, and Education, 12(3), 140-154. https://doi.org/10.1111/mbe.12184 https://doi.org/10.1111/mbe.12184...
|
|
Espanha |
Espanha |
27 |
Soto e Tomasini (2018)Soto, B. I. C, & Tomasini, G. A. (2018). Children with high capacities: analyses of the relatives’ variables involved in the development of the potential. Electronic Journal of Research in Educational Psychology, 16(2), 273-300. https://doi.org/10.25115/ejrep.vl6i45.2094 https://doi.org/10.25115/ejrep.vl6i45.20...
|
|
México |
México |
28 |
Beißert e Hasselhorn (2016)Beißert, H. M., & Hasselhorn, M. (2016). Individual differences in moral development: Does intelligence really affect children’s moral reasoning and moral emotions? Frontiers in Psychology, 7, 1-10. https://doi.org/10.3389/fpsyg.2016.01961 https://doi.org/10.3389/fpsyg.2016.01961...
|
|
Alemanha |
Alemanha |
29 |
Saranli (2017)Saranli, A. G. (2017). Eş Zamanlı Olmayan Gelişimin Üstün Yetenekli Çocuklardaki Görünümü Üzerine Bir Örnek Olay Çalışması. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 18(1), 89-108. https://doi.org/10.21565/ozelegitimdergisi.300060 https://doi.org/10.21565/ozelegitimdergi...
|
|
Turquia |
Turquia |