AInternationally, 'giftedness' is most frequently determined by a score on a general intelligence test, known as an IQ test, which is above a chosen cutoff point, usually around the top 2–5%. Educational psychologists have found a very close positive relationship when children's IQ scores are compared with their home educational provision (Freeman, 2010). The higher the children's IQ scores, the greater the verbal interaction with parents, and the number of books and activities in their home. The domestic background clearly exerts a profound influence on gifted children.
BThere is also a qualitative difference in how highly able children think. Shore and Kanevsky (1993) noted that exceptional learners require significantly less instruction than average peers. When learners are given too much guidance and external regulation by teachers, they can lose the opportunity to develop autonomous self-regulation. Spoon-feeding by educators fosters passivity rather than intellectual independence.
CTo achieve high standards, metacognition – the ability to monitor and evaluate one's own learning processes – is vital. Elshout (1995) asserted that learners of average ability often need explicit teacher direction because they do not spontaneously exercise internal regulation. Gifted students, by contrast, intuitively plan, monitor, and adapt their problem-solving tactics.
DSimonton (1999) observed that creative productivity requires more than raw IQ; it demands sustained motivation and access to appropriate domain-specific mentors. In classroom settings, structured peer-collaboration and exploratory problem-solving techniques particularly favour socially-disadvantaged children, bridging the gap created by limited home resources.
EEmotional well-being is equally essential. Boekaerts (1991) highlighted that emotional awareness and positive affect are integral to self-regulated learning. When students feel psychologically safe, their intellectual curiosity flourishes.
FConversely, negative emotions and anxiety can severely damage intellectual performance. Fear of failure and high-stakes pressure limit curiosity, prompting talented children to underachieve. Nurturing true giftedness requires balancing rigorous cognitive challenge with emotional support.
Reading Passage 2 has six paragraphs, A–F. Which paragraph contains the following information? (You may use any letter more than once).
Match each statement with the correct person, A–E.
List of People:
A Freeman
B Shore and Kanevsky
C Elshout
D Simonton
E Boekaerts
Complete the sentences below. Choose NO MORE THAN THREE WORDS from the passage for each answer.
23. One study found a strong connection between children's IQ and the availability of at home.
24. Children of average ability seem to need more direction from teachers because they do not have .
25. Metacognition involves children understanding their own learning strategies, as well as developing .
26. Teachers who rely on can prevent children from developing autonomy.