COGNITIVE AND

PSYCHOSOCIAL OF
GIFTED AND
TALENTED
NURASHIKIN BINTI MOHAMAD ASRI PEK
150025
NURSYAMIMI BINTI MOHD ZAMRI PEK 150026
PANG XING YI PEK 150028
 COGNITIVE
DEVELOPMENT
9 MULTIPLE INTELLIGENT BY HOWARD GARDNER
1. Verbal-linguistic intelligence
2. Logical-mathematical intelligence
3. Spatial-visual intelligence
4. Bodily-kinesthetic
5. Musical intelligences
6. Interpersonal intelligence
7. Intrapersonal
8. Naturalist intelligence
9. Existential intelligence
 PSYCHOSOCIAL
DEVELOPMENT
8 PSYCHOSOCIAL STAGES BY ERIC ERIKSON
1. Trust vs Mistrust
2. Autonomy vs Shame
3. Initiative vs Guilt
4. Industry vs Inferiority
5. Identity vs Role Confusion
6. Intimacy vs Isolation
7. Generativity vs Stagnation
8. Ego Integrity vs Despair
 FACTORS RELATED TO GIFTED
COGNITIVE DEVELOPMENT
Speed of Processing Differences
- Processing speed is highly correlated with intelligence
- Gifted individuals nearly always include words like
quick thinker and fast learner, and gifted children
are often expected to complete classroom
assignments more quickly and efficiently than their
peers (Sternberg, 1985).
- There are three types of speed processing differences:
1) Simple Speed of Processing Differences.
2) Inferred Speed of Processing Differences.
3) Problem Solving Time.
 FACTORS RELATED TO
GIFTED COGNITIVE
DEVELOPMENT
1. Simple Speed of Processing Differences.
-. Gifted children and adults perform elementary cognitive
tasks faster than their real age.
-. In many of these simple speed of processing studies,
speed only correlates with IQ when a more complex task
2. Inferred Speed of Processing Differences.
-. suggest that these tasks measure the beginnings of the
same cognitive processes assessed by IQ tests.
-. Because measures of habituation and preference are
useful in prediction, many researchers have recently
promoted them as tools for identifying gifted infants and
toddlers.
-. Those who are short lookers or quick habituators are
more likely to be intelligent later in life.
 FACTORS RELATED TO GIFTED
COGNITIVE DEVELOPMENT
3. Problem Solving Time
- The research in the gifted education field
shows that gifted children actually spend
more time on certain parts of cognitive
tasks.
- Researchers found that although gifted
adolescents took less overall time to solve
the complex pattern recognition problems,
they took more time during the problem
exploration and planning stages.
 FACTORS RELATED TO GIFTED
COGNITIVE DEVELOPMENT
Knowledge Base
- Breadth and depth of knowledge are two of the most
important and obvious characteristics teachers and
parents look for when identifying gifted children.
- General knowledge is also one of the primary
attributes assessed on many intelligence tests.
- The way knowledge is organized impact performance
on many cognitive tasks, including memory, problem
solving, and reading.
- Gifted children more detailed knowledge base may
afford them more thinking space to perform at a
higher level than their peers.
 FACTORS RELATED TO GIFTED
COGNITIVE DEVELOPMENT

Metacognition
- Metacognition is the process of thinking about thinking. It
is the process of developing self-awareness and the ability
to self-assess. It is contemplation about one's education
and learning - past, present, and future.
- According to Sternberg (1985, 1999), metacognitive skills,
or metacomponents, include skills like problem
recognition, problem definition, problem representation,
strategy formulation, resource allocation, monitoring of
problem solving, and evaluation of problem solving.
- Gifted children using metacognitive strategies, such as
developing problem solving plans and organizing their
knowledge hierarchically, in ways similar to those of
adults who were experts in the tasks.
 ENVIRONMENTAL
INFLUENCES ON
PSYCHOSOCIAL
ADJUSTMENT
INTERPERSONA
THE SCHOOL
L
FACTORS
THE FAMILY
 INTERPERSONAL FACTOR

Maladaptive Adaptive
(At-risk Bahavior) (Resilient behaviour)
-Persistent
-Personality
negative
positive
stereotype
-Have the
-Interfere with
collection of
social activity
conceptual
 THE FAMILY
Can stimulate or hinder the social
and emotional adjustment
Most important factor (Fine 1977)
Childs personality depends on the
health of the family
Mutually supportive and low conflict
are important
 THE SCHOOL
Included the environment
established by teachers and peers
May also include the programming
decision
Supportive school:
- Provide accommodations for
advanced abilities and achievement
- Offer an intellectual environment
- Provide access to intellectual peers
 PSYCHOSOCIAL OF
GIFTED AND TALENTED

SELF CONCEPT MENTAL HEALTH

DEPRESSION, PSYCHIATRIC
ANXIETY & DISORDER
SUICIDE
SOCIAL
COMPETENCE
 SELF CONCEPT
About one-self, in another word
personality
Change over time
Directly related to adjustment &
psychology health
Most previous researches showed no
differences between gifted and non-gifted
Colangale & Pfleger (1978) **
- Belief in ones own abilities to be
successful and to achieve goals
 MENTAL HEALTH
Martin analysis data from NCPP and
TLCSC
Indicate factors influence childs
health and development
Gifted have lower incidence of
mental illness
Enhance planning, problem solving,
and adjustments protect against
mental illness
 SOCIAL COMPETENCE
Frequently evaluated when talking
about childs psychology adjustment
Found some have advanced social
adjustment but some have
difficulties in sociality
Conclusion: Gifted has diverse group
on social competence
 PSYCHIATRIC DISORDER
Majority researches focused on adults
Mostly research about intellectual functioning of
people with eating disorder
Early labeling of children as gifted may increase
parental expectations for performance
Overvalue gifted child
Intensify the childs expectations to meet
parental needs
Stress may contributes to the onset of eating
disorders
 DEPRESSION, ANXIETY AND
SUICIDE
Researches measure the specific variables known to
correlate with psychological health & illness
Depression: - Have similar/lower level of
depression
Suicide: - Perfectionism, fear of failure or
success may lead to suicide
- Gifted commit suicide at rates higher
than general population
- Most prevalent
Anxiety: - No significant differences (RCMAS)
Conclusion: Can observe depressive symptoms
suicidality similar rate in gifted and
non-
gifted