1993 Fiscal Year Final Research Report Summary
Psychological research of development and education for gifted children
| Project/Area Number |
04301012
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| Research Category |
Grant-in-Aid for Co-operative Research (A)
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| Allocation Type | Single-year Grants |
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| Research Field |
Psychology
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| Research Institution | Tanaka Institute for Educational Research |
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Principal Investigator |
MAMIYA Takesi Tanaka Institute for Educational Research Director, 所長 (10017741)
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| Co-Investigator(Kenkyū-buntansha) |
YAMAGIWA Yuitiro Tatikawa College Assoc. prof., 講師 (00230342)
SATO Tadasi Tanaka Institute for Educational Research Resercer, 所員 (40014542)
SUGIHARA Takasi Tokyo Gakugei University Prof., 教育学部, 教授 (60015724)
SUGIHARA Kazuaki Tsukuba University Prof., 心理学系, 教授 (30017777)
KAGA Hideo Ochanomizu University Prof., 文教育学部, 教授 (00015968)
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| Project Period (FY) |
1992 – 1993
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| Keywords | Gifted children / Mathematics / Measurement / Mental and physical characteristics / Development / Education |
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| Research Abstract |
In present research, children showing remarkable ability in specific field such as mathematics or physics are considerd to be gifted children. The aims of present research were (1)to develop the method of specifying gifted children, (2)to clarify both mental and physical characteristics and development of gifted children, and then (3)to propose the ideal education for gifted children.
In 1993, we introduced the conceptual definition of gifted children and developed the method of specifying gifted (especially in mathematics) children. Specifying gifted children, we practically tested the method with junior high school students. We also investigated their condition, environment, and parents' attitides toward education in their early childhood.
In 1994, we conducted various psychological tests, tests of our own making, and questionnaries asking their daily lives in schools and families and their interests to the gifted children identified in the previous test.
With those data descrived above, we considered each trait of gifted children through analysing from various aspects such as (1) the structure of abilities in gifted children, (2) relations with other specific abilities, (3) personality traits, (4) relations with social skills, (5) relation with their history from birth, (6) their interests and concentrating ability in the situations they showed their special abilities.
Based on these traits and the existing conditions of the education for gifted children in Japan, we proposed one of the ideal and practical education for gifted children (especially in mathematics).
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