Affiliation:
1. Department of Psychology, College of Human Ecology, Cornell University, Ithaca, NY 14853, USA
Abstract
This essay questions the framing of socioemotional development as a separate concomitant of cognitive development in gifted individuals. Rather, it argues, first, that socioemotional development of the gifted is not separate from giftedness. Second, socioemotional development is not even cleanly and clearly separable from cognitive development. Third, giftedness and even intelligence do not reside inside the person—they are not personal properties but rather interactions of persons with tasks and situations. In sum, giftedness needs to be viewed in a holistic context that encompasses integrated cognitive, socio-emotional, task, and situational contextual elements.
Reference93 articles.
1. Terman, L.M. (1925). Mental and Physical Traits of a Thousand Gifted Children: Genetic Studies of Genius, Stanford University Press.
2. The legacy: Coming to terms with the origins and development of the gifted-child movement;Sternberg;Roeper Rev.,2021
3. Social and emotional development of gifted students;Smith;Gift. Child Today,2018
4. Neihart, M., Reis, S.M., Robinson, N.M., and Moon, S. (2015). The Social and Emotional Development of Gifted Children: What Do We Know?, Routledge. [2nd ed.].
5. Family Environment and Social Development in Gifted Students;Lee;Gift. Child Q.,2014