Archive
2022, Volume 11
2021, Volume 10
2020, Volume 9
2019, Volume 8
2018, Volume 7
2017, Volume 6
2016, Volume 5
2015, Volume 4
2014, Volume 3
2013, Volume 2
2012, Volume 1
Volume 10 , Issue 6 , November 2021 , Pages: 184 - 192
Cognitive Representation of Gifted Primary Schoolchildren’s Identity
Alla Gudzovskaya, Department of Social Psychology, Samara National Research University, Samara, Russia
Received: Dec. 5, 2021;       Accepted: Dec. 27, 2021;       Published: Dec. 31, 2021
DOI: 10.11648/j.ajap.20211006.18        View        Downloads  
Abstract
Intellectual giftedness is a factor that manifests itself not only in a child's ability to solve complex problems, but also in the nature of his/her attitude towards himself/herself and the world. The aim of our study was to identify the specific features of self-presentation of 7-8 year old gifted children. The aim of the study was to find meaningful differences in self-descriptions of gifted children. The children's narratives on the topic "I am a person" were subjected to quantitative and qualitative analysis. The theme of the story sets the framework for the expression of social and personal identity of the author and allows him or her to emphasize those areas of life which are relevant to him or her at the time of the story-writing. 58 first-grade children took part in the study. The experimental group consisted of 24 children with a GAI (general ability index) score above 130 (WISC). As expected, a distinctive feature of the narrative identity of intellectually gifted children is the similarity of their cognitive representation to that of older children. They find a broader range of distinguishing characteristics and are more likely to use generalized concepts rather than concrete ones. Gifted children are statistically more likely to use basic human characteristics in their stories, to use concepts to express their thoughts, to find distinctive features, to mention the meaning of life, and to emphasize their own opinions. Gifted children are more likely to show signs of overcoming childhood egocentrism and identifying with the global 'human' in their stories. Gifted children make demands of themselves as adults, so they are characterized by fluctuating self-esteem. On the one hand, they emphasize their personal and universal capabilities. On the other hand, they often point out their deficiencies, comparing themselves to "ideal" adults. Intellectual giftedness has been found to be a significant factor influencing self-perception and the formation of a child's social identity. The findings are important for understanding the natural development of gifted children.
Keywords
Gifted Child, Social Identity, Narrative Identity, Individualist / Collectivist Orientation, Cognitive Complexity, Content Analysis
To cite this article
Alla Gudzovskaya, Cognitive Representation of Gifted Primary Schoolchildren’s Identity, American Journal of Applied Psychology. Vol. 10, No. 6, 2021, pp. 184-192. doi: 10.11648/j.ajap.20211006.18
Copyright
Copyright © 2021 Authors retain the copyright of this article.
This article is an open access article distributed under the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
References
[ 1 ]
Adler, J. M., Chin, E. D., Kolisetty, A. P., & Oltmanns, T. F. (2012). The distinguishing characteristics of narrative identity in adults with Features of borderline personality disorder: an empirical investigation. Journal of Personality Disorders, 26, 498-512. doi: 10.1521/pedi.2012.26.4.498.
[ 2 ]
Artemenkov, S. L., Bogoyavlenskaya, D. B., Joukova, E. S. (2021). Intellectual and motivational components in the longitudinal study of giftedness. Problems of modern education, 1, 47-61. (In Russ., аbstr. in Engl.) doi: 10.31862/2218-8711-2021-1-47-61.
[ 3 ]
Barsky, F. I. (2008). Personality as features and as a narrative: the possibilities of level models of individuality [Lichnost kak cherty i kak narrativ: vozmozhnosti urovnevyh modeley individualnosti]. Methodology and history of psychology, 3 (3), 93-105. (In Russian).
[ 4 ]
Biery, J. (1955). Cognitive Complexity–Simplicity and Predictive Behavior. Journal of Abnormal and Social Psychology, 51, 263–268. doi: 10.1037/h0043308psychology, 3 (3), 93-105. (In Russian).
[ 5 ]
Blonsky P. P. (1979). Development of the student's thinking. Selected pedagogical and psychological essays Razvitie myshlenija shkolnika. Izbrannye pedagogicheskie i psihologicheskie sochinenija. T. 2. [Razvitie myshlenija shkolnika. Izbrannye pedagogicheskie i psihologicheskie sochinenija]. Vol. 2, (pp. 3-117). Moscow: Pedagogika. (In Russian).
[ 6 ]
Bogoyavlenskaya, D. B., Shadrikov V. D., Babaeva J. D., Kholodnaya M. A. et al. (2003). An operational conception of giftedness Rabochaya konceptsiya odarennosti [Rabochaya konceptsiya odarennosti]. Moscow: MO RF. (In Russian). doi: 10.11621/pir.2013.0409.
[ 7 ]
Bruner, J. (1987). Life as Narrative. Social Research, 54 (1), 11-32. Retrieved June 16, 2021, from http://www.jstor.org/stable/40970444
[ 8 ]
Burns, R.B. (1982). Self-concept development and education. London: Holt.
[ 9 ]
Burton, L., Delvecchio, E., Germani, A., & Mazzeschi, C. (2021). Individualism/collectivism and personality in Italian and American Groups. Current Psychology, 40 (1), 29-34. doi.org/10.1007/s12144-019-00584-4.
[ 10 ]
Courtinat-Camps, А., Massé L., de Léonardis M. & Capdevielle-Mougnibas, V. (2017). The Heterogeneity of Self-Portraits of Gifted Students in France. Roeper Review, 39 (1), 24-36. doi: 10.1080/02783193.2016.1247396.
[ 11 ]
Daniels, S., & Piechowski, M. M. (2009). Living with intensity: Understanding the sensitivity, excitability, and emotional development of gifted children, adolescents, and adults. Scottsdale, AZ: Great Potential Press. doi: 10.1080/02783190902737749.
[ 12 ]
Erikson, E. H. (1968). Identity: Youth and crisis. New York, Norton.
[ 13 ]
Frank, A. J., & McBee, M. T. (2003). The use of Harry Potter and the sorcerer’s stone to discuss identity development with gifted adolescence. Journal of Secondary Gifted Education, 15, 33-38. doi: 10.4219/jsge-2003-438.
[ 14 ]
Gross, M. U. M. (1998). The “me” behind the mask: Intellectually gifted students and the search for identity. Roeper Review, 20 (3), 167-174. doi: 10.1080/02783199809553885.
[ 15 ]
Gross, M. U., & Smith, S. R. (2021). Put Them Together and See How They Learn! Ability Grouping and Acceleration Effects on the Self-Esteem of Academically Gifted High School Students. Handbook of Giftedness and Talent Development in the Asia-Pacific, 377-403. doi: 10.1007/978-981-13-3021-6_17-1.
[ 16 ]
Gudzovskaya, A. A. (2016). Development of social maturity: inter- and intra-subject factors. Longitudinal study. National Psychological Journal, 1, 86-93. (In Russ., аbstr. in Engl.). doi: 10.11621/npj.2016.0111.
[ 17 ]
Gudzovskaya, A. A. (2014). The Psychology of social maturity. Samara: SIPKRO. (In Russ., аbstr. in Engl.).
[ 18 ]
Harre, R. (1996). The second cognitive revolution [Vtoraja kognitivnaja revoljucija]. Psychological journal, 17 (2), 3-15. (In Russian).
[ 19 ]
Housand, A. M., Housand, B. C., & Renzulli, J. S. (2021). Using the schoolwide enrichment model with technology. Routledge. doi.org/10.4324/9781003239468.
[ 20 ]
Kuhn, M. H., & McPartland, T. S. (1954). An empirical investigation of self-attitudes. American Sociological Review, 19, 68-76. doi: 10.2307/2088175.
[ 21 ]
Leytes, N. S. (2000). Vozrastnaya odarennost shkolnikov [The growth of giftedness in schoolchildren]. Moscow: Academia. (In Russian).
[ 22 ]
Lovecky, D. (1994). Identity development in gifted children: Moral sensitivity. Roeper Review, 20 (2), 90-94. doi: 10.1080/02783199709553862.
[ 23 ]
Marcia, J. E. (1993). The ego identity status approach to ego identity. In J. E. Marcia, A. S. Waterman, D. R. Matteson, S. L. Archer, & J. L. Orlofsky (Eds.). Ego identity: A handbook for psychosocial research (pp. 22–41). New York: Springer-Verlag. doi: 10.1007/978-1-4613-8330-7_2.
[ 24 ]
McAdams, D. P., Adler, J. M. (2010). Autobiographical memory and the construction of a narrative identity: Theory, research, and clinical implications. In J. E. Maddux, J. Tangney (Eds.), Social psychological foundations of clinical psychology (pp. 36-50). New York: Guilford.
[ 25 ]
Nisbett, R. E., Peng, K., Choi, I., & Norenzayan, A. (2001). Culture and systems of thought: Holistic versus analytic cognition. Psychological Review, 108 (2), 291-310. doi: 10.1037//0033-295X.108.2.291.
[ 26 ]
Novikova-Grund M. W. (2017). Psycho-semiotic approach in psycholinguistics. Analysis of verbal material as a means of recreation of the individual picture of the world of man. Journal of Siberian Federal University. Humanities & Social Sciences, 10 (3), 378-390. doi: 10.17516/1997-1370-0045.
[ 27 ]
Nurkova, V. V. (2014). Self-defined Narratives in Personality Development. Psychological Science and Education. 19 (4), 22–30. (In Russ., аbstr. in Engl.). doi.org/10.17759/pse.
[ 28 ]
Ozbey, A., & Saricam, H. (2016). Human Values and Compas si onate Love in Highly Gifted Students and Normal Student. Educational Process: International Journal, 5 (2), 116-127. doi: 10.12973/edupij.2016.52.3.
[ 29 ]
Ricoeur P. (1986) Life: A Story in Search of a Narrator. In: Doeser M. C., Kraay J. N. (eds), Facts and Values. Martinus Nijhoff Philosophy Library, vol. 19. (121-132) Springer, Dordrecht. doi: 10.1007/978-94-009-4454-1_9.
[ 30 ]
Savenkov, A. I., Karpova, S. I. (2012). Child's Giftedness as a Predictor of Educational and Life Successfulness in Pedagogy and Psychology of the XXth Century. Vestnik of Moscow City Teachers Training University, series Psychology and Education, 2, 53-65. (In Russ., аbstr. in Engl.).
[ 31 ]
Schlam, T. R., Wilson, N. L., Shoda, Y., Mischel, W., & Ayduk, O. (2013). Preschoolers' delay of gratification predicts their body mass 30 years later. The Journal of pediatrics. 162 (1), 90-93. doi: 10.1016/j.jpeds.2012.06.049.
[ 32 ]
Shcheblanova, E. I., Petrova, S. O. (2014). General and academic self-concepts of gifted secondary school students. Psychological research, 38 (7), 7. URL: http://psystudy.ru
[ 33 ]
Silverman, L. (2013). Giftedness 101. New York: Springer.
[ 34 ]
Turner, A. F., Cowan, H. R., Otto-Meyer, R., & McAdams, D. P. (2021). The power of narrative: The emotional impact of the life story interview. Narrative Inquiry. doi.org/10.1075/ni.19109.tur.
[ 35 ]
Turusheva, Y. B. (2016). Narrative as Cultural Mediator in Personality Development: Looking through the Lens of Cultural-Historical Psychology. Kulturno-istoricheskaya psikhologiya [Cultural-Historical Psychology], 2 (12), 24-32. (In Russ., аbstr. in Engl.). doi: 10.17759/chp.2016120203.
[ 36 ]
Vygotsky, L. S. (1983). History of development of higher mental functions. Sobr. soch. [Istorija razvitija vysshih psihicheskih funkcij]. In L. S. Vygotsky (Eds.), Collected Works. Vol. 3, (pp. 5-329). Moscow: Pedagogika. (In Russian).
[ 37 ]
Yurkevich, V. S. (2011). Gifted children: today’s tendencies and tomorrow’s challenges. Psihologičeskaâ nauka i obrazovanie (Online), 4, 99-107. (In Russ., аbstr. in Engl.).
[ 38 ]
Zuo, L., & Cramond, B. (2001). An examination of Terman’s gifted children from the theory of identity. Gifted Child Quarterly, 45, 251–259. doi: 10.1177/001698620104500403.
[ 39 ]
Woznyj, H. M., Banks, G. C., Dunn, A. M., Berka, G., & Woehr, D. (2020). Re-introducing cognitive complexity: A meta-analysis and agenda for future research. Human Performance, 33 (1), 1-33. doi.org/10.1080/08959285.2019.1689396.
Browse Journals by Subject