The
identification of gifted individuals is important in order to maximize their
contributions to society and create a healthy understanding of others. The
current identification methods may be inadequate as the far majority of gifted
members are undiscovered and their talents unrealized for the greater good. A paper by Carol Carman (2011) discusses the
academic evaluation methods and the need to include behavioral aspects in the
overall evaluation process.
The far
majority of gifted individuals have not been identified. This problem becomes
more acute in minority populations and those who live in poverty who do not have
access to elite education. When their special talents are not enhanced it can
lead to intellectual loss for a nation. Furthermore, such individuals are left
to suffer the consequences of greater awareness in a population focused on the
here and now.
Myers-Briggs
evaluates giftedness as heightened intuition, introversion, thinking and
perceiving dimensions when compared to the general population. Their feelings, perceptions, and insights lead
to greater understanding that are put to better use in science, arts, and other
areas. Some of the world’s greatest scientific breakthroughs have come from
gifted individuals and their constant search for truth.
Gifted
adults have greater responsiveness and intensified sensitivities to sensory
stimuli. The greater and wider the intensities to stimuli the higher the
potential for development. These sensitivities push the organism to overcome
challenges, develop greater awareness, and adapt to challenges. Psychomotor,
intellectual and emotional over excitabilities in combination clearly
differentiated between gifted and non-gifted individuals.
The authors
used 249 students in undergraduate and graduate students to determine potential
measurements of gifted students. The far majority of students have not been
previously identified with these abilities. Measurements include intelligence-based
evaluations such as SILS and achievement latent variable but also personality-based
evaluations such as OEQII latent variable and Sensory Profile latent variable.
The study
helps highlight that even college students are often regularly evaluated and identified
for high potential. This is even more of an acute problem among minority
populations. Current tests focus on standard intelligence tests but these may
not always be accurate as they are culturally dependent, based on standard
learning, and are dependent on motivation. Personality based evaluations help
round out the differences and provide an additional criteria for accurate
assessment.
Carman, C.
(2011). Adding personality to gifted identification: relationships among
traditional and personality-based constructs. Journal of Advanced Academics, 22 (3).
