Promotion of giftedness
In order to promote an existing high talent, concentration games are particularly advisable. For this purpose, we have developed a game in combination with a game manufacturer, which can playfully promote giftedness. Through the combination of concentration and games, different goals can be reached very well.
We place particular emphasis on the high quality and workmanship of this game. In the following diagram you can see the distribution of intelligence according to the Gaussian distribution. The values in the small box correspond to the respective IQ’s.
The IQ as such is based on the consideration that an average student is assigned the IQ 100. This means that in his comparison group (= peers, tested with the same test) about 50% better results can be achieved. In addition to the IQ 100, he is assigned the percentile rank (PR) 50.
This means that the percentile rank can be used to determine how many children in the comparison group have performed worse. The following table is intended to illustrate the extent to which intelligence range and percentile rank are related. Intelligence quotient (IQ) | percentile rank (PR) <70 | <2 70-79 | 2-8 80 – 89 | 9 – 23 90 – 109 | 25 – 73 110 – 119 | 75 – 90 120 – 129 | 91 – 97 > 129 | > 97Based on the Munich Giftedness Model according to Heller and Hany, which was based on the model developed by F. J. Mönks’ “triadic interdependence model” (see diagram above), the individual abilities of a person must be divided into cognitive and non-cognitive personality traits.
Cognitive characteristics Non-cognitive characteristics
- Expressiveness
- Mathematical skills
- Technical – constructive abilities
- Abstractability
- Memory performance
- Logical reasoning
- General knowledge
- …
- Willingness to perform and make an effort, curiosity and thirst for knowledge
- Work and stress management strategies
- Performance Motivation
- Personality
- Creativity
- Balanced self-concept, moral awareness
- Assumption of responsibility
- …
Accordingly, a diagnosis of all influencing factors should be as broad as possible in order to examine intelligence as accurately as possible. Since especially the external factors (= environmental factors) are subject to a certain subjectivity in the assessment, certain sub-areas of the aptitude factors (predictors) and performance areas (criteria) can be proven by means of intelligence testing. Some areas of non-cognitive personality traits, such as stress management or work strategies, may also be visualized in the test situation.
A diagnosis belongs in the hands of an experienced psychologist. In view of the current state of knowledge, such a survey will not only include the actual determination of the intelligence quotient, but also a survey of parents and teachers to differentiate and assess environmental factors and non-cognitive personality traits. A survey of classmates (= peer group) will not be conducted.
Since it is already difficult for adults to make such assessments independently of school grades, children of primary school age in particular are very uncritical. Surveys have shown that sympathy, but also the school achievements (if known), have a special influence on the assessment of giftedness. Expert opinions aimed at assessing giftedness usually contain not only the obvious information (date, details of the intelligence test, anamnesis, reason for the examination) but also, above all, statements about the child’s behavior during the test situation and the actual examination results.
Expert opinions usually conclude with the opinion of the psychologist regarding the assessment of giftedness. These statements may contain additional information from interviews with parents and teachers. These interviews (see above) can be particularly useful because both groups have already accompanied the child over a longer period of time and have been able to get to know the child in different situations.
Which test is used to measure intelligence varies. Since the intelligence quotient as such is not a generally valid measure, but only reflects the current state of intelligence in relation to a particular test procedure, it must be noted in such a report which procedures were used. All test procedures that are used by a psychologist in the context of intelligence diagnostics must be subject to certain quality criteria of objectivity.
Therefore, they usually achieve a good reliability, which is understood to mean the reliability (measured value and true value agree to a high degree of probability). The intelligence tests are based on different quality criteria, so that it can be assumed that the correctness of a test result need not be doubted (= validity). Of course, the result must also be objective, i.e. it must not be influenced either during the performance or during the evaluation or interpretation of the result.
Since there are many different procedures for determining the intelligence quotient and thus for measuring intelligence and the individual level of development, only a few test procedures will be discussed here as examples. On the one hand, this is due to the quite frequent use of HAWIK (Hamburger Wechsler Intelligenztest für Kinder), the CFT (Culture Fair Intelligence Test) and the Munich High Giftedness Battery, which tries in a special way to consider the different aspects according to the giftedness model according to Heller and Hany (see above). The HAWIK tests via various subtests, such as picture completion, general knowledge, computational thinking etc.
the practical, verbal and general intelligence. The CFT measures a child’s individual ability to recognize rules and identify certain characteristics. It also measures the extent to which the child is capable of non-verbal problem recognition and solution.
The test consists of five different subtests. One test procedure, which already includes a teacher survey in the form of a checklist, is the Munich High Graft Battery by Heller and Perleth, which is currently still in development.Based on the Munich Model of Giftedness, the individual aspects that determine the development of special talents are integrated into the study. Thus, in addition to the general aspects relating to the child’s cognitive abilities, the question of social competence, motivation, personal interests and the prevailing school and family climate are also addressed. This test procedure will initially be available in two different editions: as MHBT for elementary school and as MHBT for secondary school.
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