Date of Submission
2013
Degree Type
Dissertation
Degree Name
Doctor of Psychology (PsyD)
Department
Psychology
Department Chair
Robert A DiTomasso, PhD, ABPP, Chair, Department of Psychology
First Advisor
Lisa Hain, PsyD, Chairperson
Second Advisor
George McCloskey, PhD
Third Advisor
Richard Shillabeer, PsyD
Abstract
The field of gifted education has evolved through the 20th century, with legislative efforts by the federal government providing the framework necessary to highlight the needs of gifted learners. Gifted and talented learners are not a homogeneous group, to the contrary, they are varied and unique (Reis & Sullivan, 2010). Ideally, researchers and educators could collaborate to compile a conclusive list of characteristics of gifted learners, which could guide identification, teaching strategies, and curriculum selection for this population (Reis & Sullivan, 2010). Little is known about the cognitive profiles of gifted children. This study will review the utilization of the WISC-IV in defining the highest levels of intelligence as evidenced in the gifted learner. In doing so, it is hoped that the construct of giftedness will be explored, highlighting the vast heterogeneity evident in this population.
Recommended Citation
Vecchio, Bridgette M., "Exploration of Gifted Subtypes Differentiated Across Standardized Cognitive Variables" (2013). PCOM Psychology Dissertations. 248.
https://digitalcommons.pcom.edu/psychology_dissertations/248