Metaphor Use and Understanding as a Sign of Gifted Intelligence

Analytical thinking is not the only way to test for giftedness. The use of metaphors also offers an opportunity to understand how language uses certain skills that are also part of the process of creative and intelligent thinking. The researchers Tan, et. al. (2013) found that metaphor sections of the Aurora Battery affords a selection process of gifted through the use of comparative, categorical, and evaluative thinking while mapping literal and figurative meanings from one word to another.

The use of metaphors can be a sign of one’s intelligence. Metaphors are not simple statements and rely on literal and figurative understandings to make meaning. To use metaphors well requires categorical, comparative, evaluative thinking. This is a mapping of meanings from one word to the next and establishing connections of words that may be different.  It requires a deeper analysis of language.

Their study looked at whether metaphor comprehension is an appropriate task for gifted identification and what metaphor characteristics differentiate between gifted and non-gifted. The ability of test students on metaphor use in early education and college may create greater ability to identify them for advanced development. Since metaphors can show up in writing it fits well with modern education.

Metaphors may not only tap into our creative side but also have some ability to improve upon social relationships. Some of the subtle processes that go into metaphors also go into developing relationships. It is these subtleties that help the gifted find the meaning behind the words and understand others intentions and motivations.

Their study found that Metaphors are another way to test for giftedness among the population. It targets analytical thinking in the verbal domain. Their study offers some hope in finding alternative ways of testing high intelligence without the limitations of formal education. Education will help people score well and this may blind people to giftedness in less education populations or other cultures where the education may be different. Additional studies will need to be conducted to reconfirm the findings in other areas.

Tan, et. al. (2013). Measuring metaphors: Concreteness and similarity in metaphor comprehension and gifted identification. Educational & Child Psychology,  30 ( 2).

Saving Gifted Butterflies with Service Learning

Service learning can help high school and college students raise their grades and connect to a wider world. A paper by Bruce-Davis and Chancy (2012) discuss to a greater degree how service learning improves upon the platform for regular students but can help gifted students reach new heights. Education isn’t always stuffed in some dusty book and can include practical application of interests. Once engaged, gifted students can engage for years until breakthroughs are created.

Gifted learners are often underachievers. Their brains work at a capacity where standard curriculum bores them right out of school and directly into the school of life. This is why history is full of the genius drop out. Adding on top of this, teacher misperceptions, rigid classroom structures, and improper social relations, the school system can seem more like a prison system. 

Gifted learners underachieve because there is little to achieve for. If their classmates are focused on the latest He Man toy or newest Barbie member over the next Mad Science edition there is going to be dissonance. As these children grow into adolescents the focus on rigid social adherence and outward perception can also take their toll. Teachers may encourage these social patterns as “healthy development”. 

The problem is that gifted learners are asynchronous and develop at different stages and times. Service learning allows gifted students to throw themselves into something that interests them. Strong teachers can integrate normal class work into some service activity the gifted student finds interesting. The options are unending and can range from poetry to feeding the poor. 

Other researchers have found that service learning allows for practical application of knowledge and can be beneficial in raising motivation and grades. Service learning can be even more profound for inner city students that desire to find purpose and meaning in school while connecting with a wider community. The percentage of college readiness and graduation rates increase if high schools use these methods. 

If we look at a definition of giftedness from Renzulli and Reis (1997) you will find that service learning fits within task commitment, abilities, and creativity. “Gifted behavior consists of behaviors that reflect an interaction among three basic clusters of human traits—above average ability, high levels of task commitment, and high levels of creativity. Individuals capable of developing gifted behaviors are those possessing or capable of developing this composite set of traits and applying them to any potentially valuable area of human performance. (p. 8)” Some gifted individuals can engage in these activities for years, decades, or lifetimes. 

Service learning can help most students gain a bigger picture of their life’s responsibilities beyond their own needs. For gifted individuals, service learning can help them find practical application and motivation for their existing skills. For those who are previously undiagnosed, service learning methods affords opportunities to do something interesting and expose their greater abilities beyond rote textbook learning. High grades often measure intelligence but fail to measure higher abilities and capacities beyond sequential learning. Who wouldn’t be enthusiastic about saving butterflies, reducing child hunger, or creating better methodologies?

Bruce-Davice, M. & Chancy, J. (2012). Connecting Students to the Real World: Developing Gifted Behaviors through Service Learning. Psychology in the Schools, 49 (7). 

Reis, S. M., & Renzulli, J. S. (2009). The Schoolwide Enrichment Model: A focus on student strengths and interests. In J. S. Renzulli, E. J. Gubbins, K. S. McMillen, R. D. Eckert, & C. A. Little (Eds.), Systems and models for developing programs for the gifted and talented (2nd ed., pp. 323 – 352). Mansfield Center, CT: Creative Learning Press.

Understanding the Universal Traits of High Performance

Giftedness is often seen in the context of culture and therefore may only partially explain the phenomenon. The authors Foreman and Renzulli (2012) argue that giftedness should be seen as those unique traits that apply to the population across various cultural vantage points. As each culture emphasizes certain behaviors as appropriate they inherently skew the recognition of the traits that lead to higher performance.  Having universal and global gifted traits will help in the proper identification and development of this unique population.

North American scholars are seen as advanced within their gifted assessment and understanding. They still struggle with finding practical applications of such ability and falter under the multiple perspectives and conceptions. Certain traits may be more universal in nature and transcend local cultures depending on which philosophical perspective the researcher desires to take.

Philosophical traditions focus on different fundamental aspects of truth. This naturally impacts their scientific understandings and can lead to skewed understandings. For example, pragmatist’s perspectives by William James and John Dewey believe that truth is from putting concepts into practice.

Social constructionists would argue that science is culturally oriented and cannot be easily separated unless one believes in a global culture. Pragmatists focus on emic and etic understandings while constructionists focus more on the emic side. Emic looks at the person within a culture while etic is focused on universal traits that can be applied to other cultures.

The author argues that understanding giftedness should now move beyond culture to more pragmatic etic approaches whereby the traits have universal application. Culture, when studying the gifted, can be seen as a bias, whereby specific traits are accepted or rejected only because they have or do not have cultural relevance to the people judging them.

Let us put this to an example. You have two tribes. One tribe values hunting while the other tribe values writing. If a gifted person is raised as a hunter and excels in this skill and is then transferred to the other tribe they would be viewed as less competent. The person may have been able to master both but has no training or experience in the other culturally laden occupation.

The author argues that giftedness research should begin to focus more closely on universal traits. Through universal traits that apply across multiple cultures a more beneficial understanding can be found and applied for development. Through new theoretical and culturally neutral approaches the research can advance to higher levels of understanding and development.

Comment: If gifted is primarily a biological trait that cannot be ignored or thwarted then it will be universal in its nature. If that development includes a more connected brain that efficiently processes information and sees the multiple possibilities of different situations then culture will determine how it is manifested. Depending on culture, family, and educational perspective the gifted will be pushed down varying paths as artists, laborers, theorists, sports players, religious figures, writers, actors, etc. through the value projections of their upbringing.

Foreman, J. & Runzulli, J. (2012). Culture, globalization and the study of giftedness: reflections on persson’s analysis and recommendations for future research. Gifted and Talented International, 27 (1)

The State of Gifted Education in Finland

Picture by Dr. Andree Swanson

Different educational opportunities are needed to develop the highly gifted to create national innovation and development. Kirsi Tirri and Elina Kuusisto (2013) studied the gifted educational opportunities in Finland and found that even with recent improvements the nation is still suffering from a complete understanding of this population. Improvements are being made to spur national innovation but there is a general lack of funding, understanding, and research on this population. 

Most international tests indicate that Finland appears to do well on science, math and reading tests. Education is free but this has created a reliance on public education with little variability within the market. Most of the education focuses on the average student and those who are considered special needs but fosters few educational opportunities for the gifted. 

To many administrators and decision-makers education is seen as a national investment. It is believed that as one increases talent and human capital in the market greater growth is likely to be realized. Public education has significant and strong support within the country and is seen as a general right of the population. 

Special education receives considerable support within the nation but gifted education is not well understood or supported within public education. Some have argued that gifted children, who can develop to the highest levels, should have equal consideration under legislation. It is unfair to place children with IQ’s of 12 year olds in the same class as 8 year olds and expect them not to feel like fish out of water. Neither the curriculum nor the social aspects of their education are meeting this population's needs. 

Even though there has been some movement on after school programs, the Finnish system does not yet meet the needs of the gifted population. Teachers are unaware of how to recognize giftedness or support it within the traditional classrooms. The need to develop national innovation is making some changes in the perspective of Finnish decision-makers. They are beginning to mention fostering talent and creativity within their national education programs. The authors argue that greater research on this population, as well as more knowledge among educators, is needed to realize new leadership and talent.

Tirri, K. & Kuusisto, E. (2013). How Finland serves gifted and talented pupils. Journal for the Education of the Gifted, 36 (1).