Anthy Baracos

Talented and Gifted Glossary

Individuals:
1. Alfred Binetcreated the Binet-Simon Scale with Theodore Simon, which
was a variety of tasks that they believed a childs mental ability
represented at different ages. The purpose of this scale was to compare
childrens mental abilities to that of their peers.
2. E.G BoringAmerican experimental psychologist, Professor of
Psychology at Clark University and at Harvard University, who later
became one of the first historians of psychology
3. Mary M. Frasierdeveloped the core attributes of giftedness with
colleagues as well as an observation form (TABs) to help improve the
identification of gifted students from all backgrounds. The elements
include motivation, communication skills, inquiry, problem solving,
memory, insight, imagination/creativity, interests, memory, reasoning,
and humor.
4. Howard Gardnerdeveloped the Theory of Multiple Intelligences.
5. J.P. Guilfordbelieved in combination and multiple intelligences, and
researched the Structure of Intellect (SI) model which focused on content
dimensions, product dimensions, and operation dimensions. This model
allowed new abilities to be discovered (up to 150) rather than only
focusing on one ability like the old intelligent tests.
6. Sally KriselDirector of Innovative and Advanced Programs for Hall
County Schools in Gainesville, Georgia, leads innovative programming
initiatives designed to help teachers recognize and develop the creative
and cognitive abilities of children from culturally and linguistically diverse
groups.
7. David F. Lohmancreated the sixth edition of the CoGAT test with Dr.
Elizabeth Hagen. Lohmans goal while creating this version of the CoGAT
was to help guide teachers planning for their students abilities.
8. Jean PiagetThe first psychologist to make a systematic study of
cognitive development

9. Joseph Renzullideveloped three-ringed model to broaden ideas of

student giftedness, and the School wide Enrichment Model as a program
to develop students talents.
10. Del Sieglea professor in gifted and talented education and Head of
the Department of Educational Psychology at the University of
Connecticut. Author of a new book, The Underachieving Gifted Child:
Recognizing, Understanding, & Reversing Underachievement.
11. Theodore SimonFrench psychologist and psychometrician. He cocreated the Binet-Simon Intelligence Scale tests with Alfred Binet.
12. William Sterndecided that "personalistic psychology" or
individuality was destined to be the psychological problem of the
twentieth century. He attempted to classify people according to types,
norms, and aberrations. He took the mental age and divided it by the
chronological age, and named this ratio the intelligence quotient
13. Robert Sternbergdeveloped the Triarchic Theory of Human
Intelligence, which defines intelligence to be combination of analytical,
creative, and practical abilities. Sternberg developed an assessment
called the Sternberg Test of Mental Abilities (STOMA)
14. Percival SymondsPsychologist that wrote twenty-one books and
more than two hundred articles in the area of educational and
psychological measurement, personality assessment, psychology of
adolescence, and the psychology of the teacher.
15. Calvin TaylorAmerican psychologist that Developed and
implemented the Multiple Creative Talent Teaching Approach.
16. Lewis Madison Termenpublished a revised scale of a popular
mental test Binet-Simon into the Stanford-Binet which became the
most widely used individual intelligence test.
17. R.L. ThorndikePsychometrician that created a prediction of future
vocational success based on the differentiation of intellectual abilities
18. E. Paul Torranceauthor of the Torrance Tests of Creative Thinking
(TTCT), spent his life researching ways to assess creativity in children and
adults and argued that creativity is definitely a component of giftedness.
19. David Wechslerdeveloped several intelligence assessments; two
assessments are widely used today: Wechsler Intelligence Scale for
Children (WISC) and Wechsler Adult Intelligence Scale (WAIS). Wechsler is

also notable for establishing the use of the deviation IQ (DQ) which allows
a consistent explanation of IQ scores for both children and adults.
20. Wilhelm Wundtestablished the first laboratory in the world
dedicated to experimental psychology. Wundt's revolutionary approach to
psychological experimentation moved psychological study from the
domain of philosophy and the natural sciences and began to utilize
physiological experimental techniques in the laboratory.

Terms
1. Achievementthe measure of the quality and/or quantity of success one
has in mastery of knowledge and understanding of content.
2. Aptitude testa standardized test designed to predict an individual's
ability to learn certain skills
3. Automatic Screeningprocess of gifted teachers reviewing STAR,
national norm-referenced tests, acceleration assessments, and/or grades
at the beginning of the school year. Each student may have different test
scores that need to be reviewed depending on what each student needs
to become eligible for gifted services.
4. CISSCharacteristics Instrument for Screening Students where anyone
who teaches the student will screen him or her for superior abilities in ten
categories. If a student receives checks in five or more of the categories,
then he or she is referred to testing if they also have the supporting data
needed.
5. CogAT Testtest used by many school districts to qualify children for
their gifted and talented programs. The test measures reasoning and
problem solving skills in the areas of 1) verbal, 2) quantitative
(mathematics), 3) spatial or non-verbal (using shapes and figures to solve
problems).
6. Competencyan ability or skill
7. Composite Scoreaverage of nationally normed mental ability test
scores rounded to the nearest whole number. Grades K-2 need a 99th
percentile composite score and grades 3-12 need a 96th percentile
composite score on a nationally normed mental ability test in order to
meet the criteria.

8. Creativitythe process of creating original, uncommon, and unique

ideas.
9. Giftedhaving great natural ability
10. GRS-Mmotivation rating scale completed by two teachers who have
known the student for at least one month and can rate their motivational
behaviors from an academic setting.
11.

Intelligencethe ability to learn, reason, and problem solve.

12. Intelligence quotient (IQ)a number that represents your

intelligence and that is based on your score on a special test.
13. Multiple Talent Teaching ModelModel focuses on the
development of open-ended activities that will allow the development of
talents and encourages focus on talent development rather than only the
acquisition of knowledge; knowledge being seen more as a by-product or
a means to an end; different and varied approaches to learning; a greater
emphasis on contact work within the classroom; a smooth transition to
the "real world" through decision-making and planning; and
improvements in students' self-confidence and self-esteem.
14. Naglieri Nonverbal Ability Testone of the mental ability tests
used in Fulton County that focuses on nonverbal abilities in four sub-tests
15. Percentile rankan individual's standing based on assessment
results in relation to other students scores who are taking the same test.
16. Standard Scorestransform raw scores (the actual number of correct
responses on assessment) into values to compare students performance
to same aged peers, or to the highest possible score on a test
17. Standardized testinga test that is administered and scored in a
consistent, or "standard", manner. Standardized tests are designed in
such a way that the questions, conditions for administering, scoring
procedures, and interpretations are consistent and are administered and
scored in a predetermined, standard manner
18. StanfordBinet Intelligence Scalean individually administered
intelligence test that is used to diagnose developmental or intellectual
deficiencies in young children. The test measures five weighted factors
and consists of both verbal and nonverbal subtests. The five factors being
tested are knowledge, quantitative reasoning, visual-spatial processing,

working memory, and fluid reasoning.

19. Structure of Intellect (SI) Theorytheory in which intelligence is
viewed as comprising operations, contents, and products. There are 5
kinds of operations (cognition, memory, divergent production, convergent
production, evaluation), 6 kinds of products (units, classes, relations,
systems, transformations, and implications), and 5 kinds of contents
(visual, auditory, symbolic, semantic, behavioral). Since each of these
dimensions is independent, there are theoretically 150 different
components of intelligence.
20. Torrance Tests of Creative Thinking (TTCT)test of creativity,
originally involved simple tests of divergent thinking and other problemsolving skills, which were scored on four scales: fluency (the total number
of interpretable, meaningful, and relevant ideas generated in response to
the stimulus), flexibility (the number of different categories of relevant
responses), originality (the statistical rarity of the responses), and
elaboration (the amount of detail in the responses).