Abstract
This chapter presents a new approach to the psychological assessment of intellectual abilities of the gifted based on the new cognitive-developmental theory of giftedness (Shavinina, this volume). The main shortcomings of conventional intelligence tests are briefly discussed. The nine methodological and procedural principles, which form this approach, are considered along with the examples of new intelligence tests. According to these principles, new intelligence tests should first of all examine the psychological mental context generated by the gifted themselves. They should have an “open character,” evaluate the basis of giftedness (not its numerous manifestations), and allow both retrospective and prospective assessments. New tests should not evaluate psychological functions (e.g., memory or attention) and mental speed, and they should not be very long or time consuming. Cognitive styles, metacognitive, and extracognitive abilities should also be assessed. The information about a child’s sensitive periods and his or her strong interests should be gathered from parents and other caregivers.
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Shavinina, L.V. (2009). A New Approach to the Identification of Intellectually Gifted Individuals. In: Shavinina, L.V. (eds) International Handbook on Giftedness. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-6162-2_51
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