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chapter 15
vocab ch 15
| Term | Definition |
|---|---|
| special gifts | The field continues to debate two primary categories of definitions: multidimensional and intellectual |
| disagreements | How is giftedness measured, To what degree must a student excel to be considered to have a special gift or talent, Who should be in the comparison group, Why should students with special gifts be identified? |
| Analytic giftedness | involves being able to take a problem apart-to understand the parts of a problem and how they are interrelated, which is a skill typically measured by conventional intelligence test |
| Creative giftedness | involves insight, intuition, creativity, or adeptness at coping with novel situations, skills that are typically associated with high achievement in the arts and sciences. |
| Practical giftedness | involves applying analytic and synthetic abilities to the solution of everyday problems, the kinds of skills that characterize people who have successful careers. |
| enrichment acceleration | additional experiences provided to students without placing them in a higher grade; placing the students ahead of their age peers |