Psychobiological, Clinical, and Educational Aspects of Giftedness

Ignacio González-Burgos, Ph.D. (Editor)
Senior Researcher, Laboratorio de Psicobiología, el División de Neurociencias, Centro de Investigación Biomédica de Occidente, Instituto Mexicano del Seguro Social, Ciudad de México, Mexico

Series: Neuroscience Research Progress, Psychology Research Progress
BISAC: PSY022000

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Volume 10

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Special issue: Resilience in breaking the cycle of children’s environmental health disparities
Edited by I Leslie Rubin, Robert J Geller, Abby Mutic, Benjamin A Gitterman, Nathan Mutic, Wayne Garfinkel, Claire D Coles, Kurt Martinuzzi, and Joav Merrick

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General estimations propose that 3-5% of the child population worldwide shows different degrees of giftedness for performing of outstanding talents. Giftedness is thought to represent an advantage for social adaptation due to the higher intellectual capabilities over average people. However, several studies show that eminent adults are significantly less than gifted children, suggesting that a great number of talented children are lost. On the other hand, gifted children often show several psychosocial abnormalities such as social isolation (which likely leads to eventual depressive disorders), aggressive behavior (commonly related to incomprehension by close relatives), bullying and a varying degrees of academic performance among other stressors related with scholarly life.

Giftedness is frequently confused with some psychopathological alterations; the subsequent medication is a clinical action with unpredictable consequences that may affect the outstanding talents and general mental health of gifted children. These and other biopsychosocial factors make gifted children (and adults) a vulnerable social group. Thus, based on the relatively scarce scientific literature related to giftedness, the content of this book aims to integrate the factors of some of the neurobiological, psychological, social, and educational aspects related to giftedness into common knowledge, and it may also be useful for professionals dedicated to the scientific study and clinical or educational attention of gifted children.

Preface

Chapter 1. A Theoretical, Conceptual and Methodological Approach to Giftedness
(Néstor I. Martínez-Torres, Alejandra Pérez-Amézquita and Ignacio González-Burgos, División de Neurociencias, Centro de Investigación Biomédica de Occidente, IMSS. Guadalajara, Jal., México, and others)

Chapter 2. The Neural Basis of Precocious Mathematical Ability: Some Structural and Functional Characteristics of the Math-Gifted Brain
(Kareem Al-Khalil and Michael W. O’Boyle, Department of Human Development and Family Studies, Texas Tech University, Lubbock, TX. USA, and others)

Chapter 3. Genetics of Giftedness
(Patricio Barros-Núñez, Mónica Alejandra Rosales-Reynoso and Sergio Yair Rodríguez-Preciado, División de Genética, División de Medicina Molecular, Centro de Investigación Biomédica de Occidente, IMSS, Guadalajara, Jal., México, and others)

Chapter 4. Demystifying the Mozart Effect: Facts beyond the Controversy
(Claudia Talero-Gutiérrez and Sandra Saade-Lemus, Neuroscience Research Group (NEUROS), School of Medicine and Health Sciences, Universidad del Rosario Bogotá, Colombia)

Chapter 5. Attention Deficit Hyperactivity Disorder, or Giftedness?
(Jesús Gómez-Plascencia and Ricardo Gómez-Espinosa, Departamento de Neurociencias, CUCS, Universidad de Guadalajara, Guadalajara, Jal., México, and others)

Chapter 6. Does Giftedness Deserve Clinical Attention?
(Diana L. Sifuentes-Becerril, Luis M. Castillo-Chávez and Paulina Hernández-Cortés, Centro de Investigación y Servicios de Educación Especial, Universidad Nacional Autónoma de México, Ciudad de México, México, and others)

Chapter 7. Subjective Well-Being of Intellectually Gifted Children and Adolescents
(Sebastian Bergold, Linda Wirthwein and Ricarda Steinmayr, Department of Psychology, Technical University, Dortmund, Germany

Chapter 8. The Difficulties of Being Gifted: An Insider’s View
(Antonio Cruz-Serrano, Kurago Biotek, El Salto, Jal., México)

Chapter 9. Potential Educational Challenges among High Ability Children
(Megan Foley-Nicpon and Malory Bolenbaugh, University of Iowa, Iowa City, IA, USA)

Chapter 10. Institutional and Non-Institutional Care for the Education of Gifted Children
(Liliana García-Carranza, Fundación Niñ@s y Jóvenes con Capacidades y Aptitudes Sobresalientes, Ciudad de México, México)

Index

Audience:
· Postgraduate students in neurosciences
· Neuroscience researchers
· Medical doctors (neurologists, psychiatrists)
· Psychologists
· Neuropsychologists
· Day care centers
· Social workers
· Baby sitters
· Elementary school teachers
· High school teachers
· Educational authorities
· Foundations devoted to giftedness
· Gifted people
· Gifted children’s relatives

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