Competence and Responsibility.

429 Pages·2012·46.64 MB·English

Competence and
Responsibility
The Third European Conference of
The European Council for High Abi l i ty
held in Munich (Germany), October 11-14, 1992
Volume 2
Proceedings of the Conference
Edited by
Kurt A. Heller und Ernst A. Hany
Hogrefe & Huber Publishers
Seattle · Toronto · Göttingen · Bern
F o r e w o r d
Vo lume 2 of "Competence and Responsibility" contains the Proceedings of the 3rd European
Conference conducted by the European Counci l for H i g h Abi l i ty (ECHA), wh ich was held in
Munich , Germany, in October 1992 . This conference was intended to provide a state-of-the-art
overview of the European research on giftedness and creativity and of attempts to provide
differential education to the highly able. The organization of the symposia and workshops
allowed a substantial exchange of ideas and practical approaches f r om both sides of the former
" i ron curtain", and encouraged discussions and mutual stimulation of European scholars and
practitioners and individuals of other continents who shared their valuable experiences w i th the
other participants of the conference.
A t the t ime when we chose "Competence and Responsibility" for being the motto of this
conference, we were not aware that the same words were used by a company of chemical
industries i n their newspaper advertisments. This is not the place to discuss any subconscious
effects of advertisment campaigns; instead, we would like to point to the fact that education,
politics, and industry are more and more taking a systems view on global issues. If one speaks
of competence, this first assumes a set of tasks wh ich requires the competence focused, and
second makes a comparison between subjects of different levels of competence. The concept
of responsibility expands this perspective of interactive relationships by referring to global values
which are accepted by all partners w h o interact i n a system of competences and demands.
Based on these premises, first the education of the gifted is conceptualized as a task every
society has to fulfill in order to secure both the individual's r ight of appropriate education and
its o wn progress and second, this education has to a im at developing the gifted s attitude of
being responsible for their nurturing society's well-being, i . e. of being obliged to attempting to
solve the urgent problems of their decade. The Munich conference looked at this system of
mutual responsibility f r om a psychological and educational perspective. The development of
young people's talents and adults' skills by means of education provided by family and school,
of psychological treatment, or of the careful design of the wo rk environment, and by means of
selecting individuals w h o fit best to the learning and work ing settings available were the topics
dealt w i th in most contributions.
More than 4 0 0 scholars and practitioners f rom 3 1 different countries throughout the world
(90% f rom Europe, 5% f rom Nor th America/Canada, 5% f rom the Asia-Pacific area) partici-
pated in this conference. Approximate ly 2 5 % of the over 2 0 0 contributions are incorporated
into this book. The abstracts of all 2 0 0 contributions are included i n volume 1 which was edited
by E. A . Hany and K. A. Heller in 1992 , and published by Hogrefe & Huber, Seattle (ISBN
3-8017-0684-2/ ISBN 0-88937-111-3 ) .
Unfortunately, we were not able to include here many other interesting papers due to lack of
space and for financial reasons. In addit ion to volume 2, a German report on the workshop
"Behinderung und Begabungsentfaltung" (Handicap and Development of Giftedness) has been
published under the same title by the "Stiftung zur Förderung körperbehinderter Hochbegabter",
Vaduz/Liechtenstein (1993) - ISBN 3-908-506-07-7 ; see the last contr ibut ion to the section
6 (Special Groups) in this volume.
The main criteria i n realizing the necessary selection for volume 2 were a truly European and
international representation of recent research topics i n the field of gifted education and - of
course - the quality of the contributions. Finally, we intended to focus not only research problems
and outcomes but also their applicability to practice and policy. The editors thank all contributors
for their confidence in us and for (generally) submitting the manuscripts on t ime.
The content ranges f rom opening speeches to keynote addresses (including commentaries),
symposia, workshops, audiovisual and poster presentations. The selected papers are classified
into the fol lowing categories or subject areas:
V I
(1) Opening Speeches, comprising of an official declaration of the Federal Government of
Germany concerning their politics of nurturing the gifted, and of the introductory posit ion
paper of the chairman of the conference.
(2) Ability and Achievement, focusing mainly on intraindividual differences of talents and
skills wh i ch provide the basis of differential education.
(3) Creativity and Innovation, with contributions mostly issuing recent theoretical develop-
ments either of cognitive or of organizational processes wh ich constitute creative innova-
t i on .
(4) Development of Giftedness and Talent, particularly f r om a life-long perspective, w i t h
contributions using methodological approaches as different as case studies and long-term
longitudinal studies o n representative samples.
(5) Gender Issues, emphasizing empirically proven relationships between attitudinal and
motivational sex differences and thematically corresponding differences in achievement.
(6) Special Groups, the contributions of wh ich demonstrate the regrettable fact that many
talents are wasted by internal or external handicapping conditions.
(7) Identification and Psychological Measurement Problems, comprising of contributions
wh ich reach f rom basic overviews to recent developments of new tests and procedures for
identification.
(8) Gifted Education and Program Evaluation, focusing pr imari ly on comprehensive reviews
of educational models or on special methodological procedures of evaluation.
(9) Teachers of the Gifted, describing characteristics of more versus less experienced teachers
which are of substantial influence to the education of the gifted.
(10) Policy and Advocacy in Gifted Education, joining both contributions wh ich represent
the opinions held by political institutions of Germany and papers which add a broader
national or international perspective on efforts of systematically nurtur ing the gifted.
In order to complete the proof-reading and because some papers f rom contributors w h o are
not native English speakers had to be rewritten, we had to cope w i th standardizing the English
as well as w i t h t ime and budgetary problems. Hence we are now pleased to present the
Proceedings of the 3rd E C H A Conference, 1 9 9 2 , for a greater audience. We want to express
our thanks to all colleagues and co-workers w h o assisted us in the editing work . Heid i Röder,
Edeltraud Schauer, and Monika Wersing typed several manuscripts, Catr in Herter and Kerst in
Osterrieder checked the file transfers on the computers. Colleen S. Browder assisted i n the
translation into English, and Beate Karbaumer re-drew most of the figures and gave most
manuscripts their final layout.
Finally, our thanks go to The Federal Ministry of Education and Science in Bonn , and the
Donor Association for the Promot ion of Science in Germany (Stifterverband für die Deutsche
Wissenschaft) through "Bi ldung und Begabung e. V. " (Private Association "Education and
Talent") in B o n n for their grants. This support enabled us to publish volume 1 (Abstracts) and
volume 2 (Proceedings). A n d we are grateful that the Hogrefe & Huber Publishers made it
possible to publish this book in the tried and tested way. Our hope is that the Proceedings wi l l
contribute to the progress of gifted education in Europe and around the wor ld .
Munich, January, 1 9 9 4
Kurt A. Heler
Ernst A. Hany
Table of Contents
Foreword V
I. O P E N I N G S P E E C H E S Γ
Federal support programs for gifted and talented young people i n Germany:
Concepts and initiatives 3
Rainer Ortleb
Responsibility in research on high ability 7
Kurt A. Heler
I. A B I L I T Y A N D A C H I E V E M E N T 13
Individual diferences in talent 15
Hansgeorg Bartenwerfer
Comentary on "Individual diferences in talent" 2 5
Edward Necka
Report f rom the symposium "Structures and processes in intellectual
achievement" 2 7
Andrzej Sekowski
The role of preferences of cognitive styles and intelligence in different
kinds of achievement 3 4
Andrzej Sekowski
Intelligence - creativity relationship: Are creative motivat ion and need for
achievement influencing it? 4 0
Katya Stoycheva
Strategy use and metamemory in gifted and average pr imary schol children 4 6
Christoph Perleth
I. C R E A T I V I T Y AND INOVATION 5 3 ~
Recent trends i n creativity research and theory 5 5
Klaus K. Urban
Gifted people and novel tasks 6 8
Edward Necka
Logical and creative th ink ing in adolescents 8 1
Ornela Dentici Andreani
Subject's semantic orientation and creative th inking 9 4
Maria Trifonova
VII I
Personal and situational determinants of inovation 1 0 1
Lutz von Rosenstiel
Inovat ion proceses in self-organizing and self-reproducing social systems 1 0 6
Helmut Kasper
Comunicat ion rather than inspiration and perspiration? 1 1 2
Heinz Schüler
IV. D E V E L O P M E N T O F G I F T E D N E S S A N D T A L E N T Ϊ7~
Development of h igh ability 1 1 9
Brigite Rolet
Development of giftednes in a life-span perspective 1 3 6
Franz J . Monks and Christiane Spiel
Giftednes f rom early childhod to early adolescence: A pilot study 1 4 1
Christiane Spiel and Ulrike Sirsch
A folow-up study about creative th inking abilities of students 1 4 7
Aysenur Yontar
From the every-day wor ld and the musical way of life of highly talented young
instrumentalists 1 5 3
Hans Günther Bastian
Early educative influences on later outcomes: The Terman data revisited 1 6 4
Herbert J . Walberg, Guoxiong Zhang, Eileen P. Haler, Timothy A.
Sares, Winifred E. Stariha, Trudy Walace, and Susie F. Zeiser
V. G E N D E R I S S U E S 179"
A n aset or a liability? Voices of gifted women 1 8 1
Janice A. Leroux
TIP studies of gender diferences in talented adolescents 1 9 0
David Goldstein and Vicki B. Stocking
Gender diferences among talented adolescents 2 0 4
Linda E. Brody, Linda B. Barnett, and Carol J . Mills
VI. S P E C I A L G R O U P S 2 U
Gifted diferently cultured underachievers in Israel 2 1 3
Nava Butler-Por
Underfunct ioning: The problems of dyslexics and their remediation 2 2 4
Diane Montgomery
The problems of highly able children w i th an unbalanced inteligence structure 2 3 7
Maria Herskovits
IX
Disability and the development of giftednes 2 4 7
Ernst A. Hany
VII. I D E N T I F I C A T I O N A N D P S Y C H O L O G I C A L M E A S U R E M E N T
P R O B L E M S 2 5 1
Identification of the gifted 2 5 3
Ivan Koren
Comentary o n "Identif ication of the gifted" 2 7 0
Harald Wagner
The workshop "Identif ication of gifted students": Sumarizing paper 2 7 4
Günter Trost and Ingemar Wedman
A multi-step selection proces for the high-ability children 2 8 0
Nail $ahin and Ekrem Duzen
Subskills of spatial ability and their relationships to success i n accelerated
mathematics courses 2 8 6
Heinrich Stumpf
The D A N T E Test 2 9 8
Hermann Rüppel
Science Process Skills Tests and Logical Th ink ing Test for identifying the
scientificaly gifted i n Korea 3 0 2
Seokee Cho
Identif ication of mathematical ly gifted students 3 1 0
Zuzana Tomalkova
VI. G I F T E D E D U C A T I O N AND P R O G R A M E V A L U A T I O N 3 1 7 ~
The p r o m o t i o n of h igh ability and talent through education and instruction 3 1 9
Diane Montgomery
Commentary o n "The promot ion of high ability and talent through education
and instruct ion" 3 3 6
Heinz Neber
Think ing i n the head and i n the wor ld 3 3 8
Joan Freeman
Evaluating an accelerated mathematics program: A centre of inquiry
aproach 3 5 1
Michael C. Pyryt and Ron Moroz
Evaluating programs for the gifted: Insights resulting f rom an international
workshop 3 5 5
Ernst A. Hany
χ
IX. T E A C H E R S O F T H E G I F T E D 3 6 0
Comparing G T trained and G T untrained teachers 3 6 1
Jan B. Hansen and John F. Feldhusen
The "gifted chi ld" stereotype among university students and elementary school
teachers 3 6 7
Nail $ahin and Ekrem Duzen
X. P O L I C Y A N D A D V O C A C Y IN G I F T E D E D U C A T I O N 3 7 7 ~
Education policy concept of the government of The Federal Republic of
Germany on the p romot i on of giftednes 3 7 9
Ernst August Blanke
The promot i on of highly gifted pupils 3 8 3
Georg A. Knauss
Types of giftednes promot i on i n Baden-Würtemberg 3 8 6
Peter Pauly
Nurturance i n Bavaria 3 8 9
Eduard Püterich
Suport for gifted pupils in Saxony 3 9 2
Hans Wilhelm Berenbruch
Commentary on the symposium "Educational policy conceptions on nurtur ing
high giftednes" 3 9 7
A. Hary Passow
Identification of gifted university students for scholarships i n Germany 4 0 0
Günter Trost
H i g h achievement and underachievement in a cros-national context 4 0 7
Loraine Wilgosh
Growing up gifted and talented in Ta iwan 4 1 2
Wu-Tien Wu
Information on the Th i rd E C H A Conference 4 2 2
Authors ' addresses 4 2 3
I . OPENING SPEECHES
Introduction
The Th i rd European Conference of the European Council for H i gh Abil i ty was opened by a
triplet of lectures two of which are given on the following pages. Rainer Ortleb, the German
Federal Minister of Education and Science, took the occasion of the conference for giving an
official statement of the Federal Government 's principles of support for gifted and talented
young people in Germany. In addition, he described current initiatives and programs of support
of the gifted wh ich added to the educational measures taken by the governments of the German
federal states (Laender). Michael Vorbeck f rom the Council of Europe, Section of Educational
Research, il luminated the situation of the gifted by introducing a general European perspective.
H e described measures taken by the Council of Europe to promote research and education of
the gifted, and described his profile of the "homo europaeus" wh ich should guide the educational
goals pursued by the schools of this continent. Vorbeck's contr ibution was not included in this
volume as Volume 1 of Competence and Responsibility contained a long draft of his speech.
Kurt Heller, chairman of the E C H A conference, then presented his observations of the
European and international state of research on giftedness, and described the major trends and
results of research and its practical applications. He also pointed out that current efforts of
designing educational services for the gifted are i n need of further basic research and of
cross-cultural studies.
Federal support programs for gifted and talented
young people in Germany: Concepts and
initiatives
Rainer Ortleb
The Federal Minister of Education and Science, Bonn/Berlin, Germany
Madam President, Ladies and Gentlemen,
I .
I a m delighted to be able to talk to you, the participants i n the Th i rd European Conference
for H i g h Abi l i ty, here today. The a im of the conference - that is to say to intensify and deepen
the discussion between giftedness researchers and experts on education policy f rom the
countries of Europe - is very close to my heart. In this context, I also hope to see a particularly
lively and fruitful exchange of ideas w i th the numerous conference participants f r om Eastern
Europe. As the countries of Europe come closer together, we are going to be faced by major
tasks - something that we Germans are already very much noticing in our special situation.
Against a background of freedom, scientific communicat ion at the national and international
level wi l l increasingly contribute towards el iminating prejudices and obstacles, while providing
new food for thought at the same t ime.
Today, p romot i on of the gifted, promot ion of top scientific achievements and the creation of
educational elites rank among the central questions in the socio-political debate in the Federal
Republic of Germany, and particularly i n the debate on education policy.
Initiatives aimed at increased promot ion of particularly gifted children, young people, trainees
and students are meeting w i th growing approval among politicians and the general public. The
Federal Government sees this as an encouragement to continue its commitment to the
promot ion of special talents and gifts in the non-school sector, in vocational training and in
higher education institutions.
I I .
The policy of the Federal Government is geared to greater differentiation between the forms
of education and the supplementary promot ion measures available because it is convinced that
this is the only way of giving the necessary consideration to the major differences in talents and
inclinations and the wide variety of levels of performance. This basic standpoint automatically
results in a positive attitude towards promot ion not only of the disadvantaged, but also of the
gifted. A differentiated range of education and training measures should be available, together
wi th supplementary promot ion schemes, so that every individual can develop his or her range
of talents to the full.
Particularly gifted people should primari ly be promoted for their own sake. The full develop-
ment of their capabilities and performance potential is a prerequisite for development of their
personality as a whole . In addit ion, there is a growing consensus of op in ion that the Federal
Republic of Germany, like the other countries in Europe, cannot afford only to accept and
promote special talents i n sports and individual artistic fields. We need scientists and practicians
4 Rainer Ortleb
who develop new ideas, and managers w h o can successfully "sell" t h em on the wor ld market.
The promot i on of special gifts is necessary to provide science, the economy, political and
cultural life w i th new stimuli resulting f rom outstanding achievements of young talents.
I I I .
The Federal Republic of Germany is a federal state. Its constitution is geared to preserving
and advancing the cultural independence and wealth of traditions which have developed in the
course of the centuries in the German Länder and the city states, such as Bavaria, Saxony and
Hamburg . Wi th this in mind , dealing w i th cultural affairs and the school system is the
responsibility and duty of the Länder.
Wi th in the scope of its legislative powers, the Federal Government also has to wo rk towards
the equality of the situation in the education sector. In this way, it contributes towards a high
standard of education and training across the nation and safeguards occupational mobil i ty. This
is particularly important w i th a view to the process of European unification. The Federal
Government exercises these competences in the field of higher education institutions, vocational
training, further education and individual fields of non-school p romot ion . The responsibility for
the p romot ion of gifted young people outside the school sector is derived f rom its responsibility
for the promot ion of junior scientists.
Even those w h o advocate the power-dividing function of our federal system and see our
opportunities as lying in the variety of initiatives inherent in this system, must permit the question
of how the responsibility of the Federal Government for the education policy of the nat ion as
a whole can be strengthened and further consolidated.
I would particularly like to stress this point against the background of the current debate on
amending the Basic Law. The restriction of the competences of the Federal Government in the
education sector would lead to a situation where it would no longer be possible to guarantee
the measure of quality and equality in the education sector which all democratic parties have
demanded in the past. The way in wh ich the promot ion of the gifted has developed seems to
me to be a particularly good example.
IV.
The promot i on of the gifted by the Federal Government covers all fields of education:
There can be no doubt as to the fact that it is the task of the school to impart fundamental
qualifications. However, despite all their commendable efforts to provide differentiated instruc-
t i on , they are often not in a posit ion to give especially gifted pupils the attention they need.
Moreover, school is not the only place where particularly gifted young persons can be promoted.
Only an approach towards promot ion of the gifted which is geared to every element of their
personality holds the promise of lasting success. In recent times, more and more emphasis has
been placed on this aspect by giftedness researchers, for instance by Professor Harry Passow,
the Nestor of education for the highly gifted f rom the USA.
The out-of-school p romot i on schemes of the Federal Government for gifted young people of
school age essentially consist of three elements:
1. In numerous research schemes and pilot projects, we are promot ing basic research and
the development of theories for the identification of special gifts and talents, partly w i t h the
a im of building up a soundly-based advisory system for pupils parents and teachers. Research
on giftedness has in the meantime become one of the principles of practical teaching,
educational advice, careers advice and, above all, identification. A number of important projects
which were completed only recently wi l l be discussed in detail as contributions to the Conference
in the next few days.