Have you ever wondered if your child is gifted? Many parents do, looking for the traditional signs – the expression of a gift in verbal, numerical, or spatial reasoning. However, the truth is that not all gifted children display their talents in these means.
These three areas are highly regarded for good reason. Used in conjunction to measure the overall IQ, or Intelligence Quotient, of an individual, these three indicators are quantified and averaged into a score or overall IQ. The average IQ is 100; a score that would indicate a child can solve problems and analyze situations on par with the average intelligence of those in the same age group.
Traditional Measures ofifted Children
When a child has an IQ significantly above the average, they are consideredifted. However, there is more than one level of gifted when discussing an extraordinary child. The first milestone is around the 130 mark, rising as high as 150. This range is where children will often perform as much as one or two grade levels above their peers. They can grasp more complex concepts and ideas than they are being taught and seek greater challenges.
The next level is that of the substantially gifted – those children with IQs at or above 180. It is hard to numerically quantify the level of intelligence children at this tier display. It is manifest not only in the knowledge that retain, but in their ability to solve complex problems, understand the intricate rules of geometry and algebra, or memorize musical compositions instantly at ages as young as four. Children who are this gifted will display their gift in any number of wondrous situations, starting at a very young age and are almost always seeking a challenge intellectually.
A Comparison ofifted and Non -ifted Children
As reported in Gifted Child Quarterly in July of 2000, Thomas Oakland, an Education Psychology Professor at the University of Florida tested a sample of 1,554 gifted and non-gifted students between the ages of 8 and 17. He used the Student Styles Questionnaire, an advanced measurement of extraversion, creativity, decision making style, and a general preference for order.
The results show many general correlations in gifted students through the group. Some of his findings include:
o Gifted students are 29 percent more likely to have active imaginations than non-gifted students.
o Gifted girls are 55 percent more likely to have active imaginations than non-gifted girls.
o Girls of both groups preferred making decisions on the basis of values rather than logic.
o Gifted boys are 28 percent more likely to prefer making decisions on the basis of values (rather than on logic), as compared with non-gifted boys.
o Although more girls than boys prefer organized styles to a more flexible style, gifted students in general do not show a preference for organization over flexibility.
o Gifted and non-gifted students show no differences on measures of extraversion.
While these results show that there is a general difference between the gifted and non-gifted students, there …