Analytical and practical intelligence in the study of high ability

Author(s):

Daniel Hernandez-TorranoLaura Llor Marta Sainz Gloria Soto

Conference:

ECER 2009

Network:

9. Assessment, Evaluation, Testing and Measurement

Format:

Paper

Session Information

09 SES 01 A, Assessment With Gifted and Talented Students

Paper Session

Time:

2009-09-28

09:15-10:45

Room:

HG, HS 50

Chair:

Wolfram Rollett

Contribution

The objective of this research is to study the functioning of the processes of successful intelligence (academic, creative and practical) in a sample of gifted and talented students (N = 120) and their peers (N = 264), aged from 12 to 16. Students with high abilities have been identified following the procedure proposed by Castelló and Batlle (1998) and restated by our group (Prieto et al. 2008). To assess the success intelligence we used 17 tasks designed to assess processes, skills and strategies of the three intelligences (analytical, creative and practical). These activities were enable us to understand the dominance of these students in their higher cognitive abilities, which will help us adjust, adapt and develop intervention measures designed to address their cognitive diversity. Since the beginning of the new millennium Sternberg and Grigorenko (2002, 2003, 2004) have been studied new models aimed at gifted students identification in new ways in different cultures. Recently, these authors have designed a battery of tests based on the successful intelligence with a dual objective: a) to identify and to study the cognitive complexity of high ability students in different cultures.; and b) to design programs to attend the diversity of these students (Bermejo, Ferrándiz, Ferrando and Prieto, 2008; Ferrando, Tan, Prieto, and Ferrándiz, 2008; Grigorenko, Sternberg, Ferrando, Ferrándiz, Bermejo and Prieto 2008; Sternberg and Grigorenko, 2008; Sternberg and Prieto, 2007). The last of these batteries is the AURORA (Sternberg and Grigorenko, 2008) consisting of a series of tasks designed to identify the skills and processes involved in successful intelligence. It is a procedure that takes a broad multicultural spectrum of cognitive diversity of the students of high ability from different cultures. This project is based on the theoretical roots of successful intelligence as the balance in using analytical, synthetic and practical intelligence in everyday problem solving (Sternberg 1997, Sternberg and Grigorenko, 2002). This new approach allows on one hand, assess students' ability to capitalize on their strengths in managing their intellectual resources (recognizing the existence of the problems, define their nature, select the necessary steps to resolve them, combine the steps within an effective strategy, diversifying the representation to determine the location of resources for the solution of the problem, control and monitor the solution and evaluate the solution), and furthermore, identify, correct and compensate for weaknesses in the use of these cognitive resources .

Method

Participants The sample of participants will be composed of secondary school students from state, private and semi-privated, secondary education institutes in Murcia Region. Involving 120 students with high ability (gifted or talents) and 264 non-G&T. Instruments The Aurora battery (Chart, Grigorenko, & Sternberg, 2008). It is a group-administrated test developed from Sternberg’s theory of successful intelligence (Sternberg, 1997, 1999). It has been designed to recognize abilities in analytical, creative and practical domains using figures, words and numbers. The Aurora Battery will enable us to carry out a more comprehensive and deeper study about high abilities students and particularly about gifted and talented students do a more thorough and comprehensive study of the gifted, and especially the gifted and talented students. Procedure: Pupils completed the analytical and practical intelligence tasks. Testing took place under supervision during two-hour sessions in class.

Expected Outcomes

According to this theory, a person is (successfully) intelligent by the development of the skills necessary to achieve success according to one’s own terms. Students with high ability will be those that are particularly capable of achieving that success, using their analytical, creative and practical skills. They can demonstrate high ability in each of the intelligences or in the way they combine them to achieve their goals in live. An analytical talent is particularly skilful at analysing, judging, criticizing, comparing and contrasting, evaluating and explaining. A practical talent is particularly skilful for utilize, use, implement, apply and implement ideas into practice. A Gifted student who combines all these skills cannot stand out on his analytical, creative or practical skills. Instead, he can be very skilful at balancing the levels of these three skills, so knowing more accurate than non-gifted when and how to use them (Sternberg and Grigorenko, 2002).

References

Bermejo, M.R., Ferrándiz, C., Ferrando, M., & Prieto, M.D. (2008). How the AURORA project is being applied in Murcia (Spain). Seminar in the Investigation Seminal, lead by Dr. Elena Grigorenko. Yale University. Castelló, A. (1992): Concepto de superdotación y modelos de inteligencia. In, Y. Benito (Coord.): Desarrollo y educación de los niños superdotados. Salamanca. Amarú. Castelló, A. & Batlle, C. (1998). Aspectos teóricos e instrumentales en la identificación del alumno superdotado y talentoso. Propuesta de un protocolo FAISCA, 6, 26-66. Chart, H., Grigorenko, E. L., & Sternberg, R. J. (2008). The Aurora Battery: Toward better identification of giftedness. In C. Callahan & J. Plucker (Eds.), What the research says about: An encyclopedia of research on gifted education. Waco, TX: Prufrock Press. Grigorenko, E; Tan, M.; Elliott, J.; Adams, A.; Aljughaiman; Bolden; D, Ferrando; M. & Sternberg, R. (2008) The Aurora Project: Exploring the Entire Spectrum of Giftedness Symposium. AERA. Paper presented at the Annual Meeting of AERA. New York, 24-28 March. Prieto, M. D., Ferrando, M., Bermejo, M. R., Ferrándiz, C., Sainz, M., & Hernández, D., (2008). Inteligencia Exitosa y Alta Habilidad, Psicologia e Educaçao, 2, 25-42. Sternberg, R. J. (1985). Beyond IQ. New York: Cambridge University Press. Sternberg, R. J. (1997). Successful Intelligence. New York: Plume Sternberg, R. J. (1999). Intelligence as developing expertise. Contemporary Educational Psychology, 24, 29-375. Sternberg, R. J. (1999). Successful Intelligence: Finding a balance. Trends in Cognitive Sciences, 3, 292-316. Sternberg, R.; Grigorenko, E. Prieto, M.D.; Schonleber, N.; Smaldino, S; Tan, M.; Elliott, J.; Adams, K.; Aljughaiman, A.; Bolden, D.; Luetkehans, L.M.; L'Allier, S.& Xu, M. (2008a). Grounding New Assessments for Intelligence: The Theory of Successful Intelligence. Paper presented at the Annual Meeting of New York, 24-28 March. Sternberg, R.; Grigorenko, E. Prieto, M.D.; Schonleber, N.; Smaldino, S; Tan, M.; Elliott, J.; Adams, K.; Aljughaiman, A.; Bolden, D.; Luetkehans, L.M.; L'Allier, S.& Xu, M. (2008b). The Psyochometric Properties and Validation Indices of the Aurora Battery Discussion: The Need for New Assessments; The Practicability of the Aurora Battery; Culture-Specific and Culture-General Aspects of Aurora; Translating Aurora Internationally. Paper presented at the Annual Meeting. AERA (Americam Educational Research Association) March 24–Friday, March 28. New York USA. Sternberg, R.; Ferrando, M. & Hernández, D. (2009, en prensa). Evaluación y desarrollo de la inteligencia exitosa. In M.D. Prieto (coord.). Desarrollo cognitivo Aplicaciones a la práctica educativa. Madrid: Síntesis.

Author Information

Daniel Hernandez-Torrano

University of Murcia

Developmental and Educational Psychology

Murcia

Laura Llor

University of Murcia, Spain

Marta Sainz

University of Murcia, Spain

Gloria Soto

University of Murcia, Spain

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