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ERIC Number: EJ888115
Record Type: Journal
Publication Date: 2009
Pages: 4
Abstractor: ERIC
Reference Count: 7
ISBN: N/A
ISSN: ISSN-1040-1350
How Brain Research Has Changed Our Understanding of Giftedness
Clark, Barbara
Understanding Our Gifted, v21 n2 p6-9 Win 2009
Understanding brain development and its relationship to intelligence promotes a clearer understanding of giftedness. Children are born with unique patterns and pathways which provide potential for high levels of intelligence. Parents and teachers contribute to the development of giftedness with experiences that are appropriately stimulating. It is impossible to determine which is more important in the development of intelligence--inherited abilities or environmental opportunities. Before neuroscientists began their studies, it was commonly accepted that intelligence was complete at birth and that the brain, and therefore intelligence, was fixed. It was thought that at 45 years of age the brain slowly began to lose function, and senility was the expected outcome. Now there is a very different view of brain development and the growth of intelligence. Even the definition of intelligence has changed, broadening to include the integration of all aspects of the brain. This article first discusses some basic principles learned from brain research that will be helpful to teachers and parents. It then offers a few examples of how the associative, integrative nature of the brain can be utilized to create powerful learning experiences. It ends with suggestions for improving brain function and nurturing intelligence. (Contains 1 figure.)
Open Space Communications LLC. P.O. Box 18268, Boulder, CO 80308. Tel: 303-444-7020; Tel: 800-494-6178; Fax: 303-545-6505; Web site: http://www.our-gifted.com
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A