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Which one of the following statements reflects a common misconception about
giftedness?
A) Children who are gifted usually like school.
B) Motivation and creativity are as much of an indicator of giftedness as IQ.
C) Some people are gifted in one area only.
D) Individuals who are gifted intellectually tend to be socially inept.
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Individuals who are gifted intellectually tend to be socially inept
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Today, there is an emphasis on
A) developing talents of all students, with less attention to those who might be
gifted.
B) helping gifted students distinguish themselves further by fulfilling their
potential.
C) eliminating giftedness as a category for special education services.
D) downplaying giftedness so children will not be stigmatized or rejected
because of their differences.
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developing talents of all students, with less attention to those who might be gifted.
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Some believe that an ugly secret of contemporary American education policy is
A) unhelpful social pressure by school personnel.
B) the neglect of our most talented students.
C) the No Child Left Behind Act’s inclusion of gifted students.
D) the moral obligation to help disadvantaged students.
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the neglect of our most talented students.
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School systems have widely differing practices regarding the education of students
with special gifts and talents because
A) states get different amounts of money based on the number of students they
identify.
B) cultural belief about the existence of giftedness is regional.
C) the term "gifted" has no clear cut definition.
D) systems within a state have more or fewer students from economically
advantaged families.
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the term "gifted" has no clear cut definition.
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Typical points of disagreement regarding the definition of giftedness include all of the
following EXCEPT
A) the domains in which gifted children excel.
B) how giftedness is measured.
C) the degree to which a child excels that is necessary to be considered gifted.
D) the age at which giftedness can be identified.
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the age at which giftedness can be identified.
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Definitions of giftedness are shaped to a large extent by
A) psychological research.
B) socioemotional factors.
C) cultural beliefs.
D) federal laws.
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cultural beliefs
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Claudia has an exceptional ability to separate relevant from irrelevant information and
to relate new and old information in a novel and productive way. Claudia
demonstrates which characteristic?
A) giftedness
B) insight
C) genius
D) creativity
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insight
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Having a spectacular aptitude or capacity in any area or extremely rare intellectual
powers refers to
A) talent.
B) genius.
C) insight.
D) creativity.
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genius
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Special ability, aptitude, or accomplishment ordinarily refers to
A) talent.
B) creativity.
C) genius.
D) insight.
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talent
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The ability to express novel and useful ideas, to sense and elucidate relationships,
and ask previously unthought of but important questions is
A) talent.
B) genius.
C) creativity.
D) insight.
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creativity
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At the age of three, Justin wrote his first short story. What characteristic does his
remarkable accomplishment indicate?
A) genius
B) precocity
C) creativity
D) insight
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precocity
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Cognitive superiority, creativity, and motivation in combination and of notable
magnitude that makes it possible for a person to contribute something of value to
society is
A) genius
B) giftedness
C) creativity
D) insight
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giftedness
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What services are mandated by federal law for students who are gifted?
A) Students who are gifted are protected by IDEA and so have the same rights to
receive an appropriate education.
B) Similar services are mandated as are required by IDEA although the student
generally does not need to have an IEP.
C) Schools must provide programs but they do not need to be individualized.
D) None; services are not required by federal law.
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none; services are not required by federal law
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According to the most common elements of state definitions, giftedness is evidenced
by all of the following EXCEPT
A) superior intellectual ability.
B) extraordinary capacity for leadership.
C) exceptional creativity in music.
D) superior athletic ability.
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superior athletic ability
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The concept of multiple intelligences
A) is scientifically untenable.
B) is not longer popular.
C) has been validated by research.
D) has proven application to teaching.
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is scientifically untenable
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Sternberg’s theory of intelligence suggests three kinds of giftedness:
A) verbal, quantitative, and spatial.
B) academic, artistic, and interpersonal.
C) analytic, synthetic, and practical.
D) abstract, concrete, and intuitive.
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analytic, synthetic, and practical
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Jasmine is a successful business woman. In 2001, she started a small bookstore that,
within ten years, grew to a national chain of bookstores. Jasmine demonstrates high
performance in which aspect of intelligence in Sternberg’s model?
A) analytic
B) practical
C) synthetic
D) self-management
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practical
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According to Sternberg, which type of giftedness involves insight, intuition,
creativity, or adeptness at coping with novel situations?
A) practical
B) analytic
C) synthetic
D) pragmatic
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synthetic
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Which of the following statements about giftedness is true?
A) It is not an inherent, immutable trait that a person necessarily carries for life.
B) Having a special gift at one thing means a person is good at most things.
C) Giftedness refers to superior abilities in one area that are exhibited under all
circumstances.
D) Giftedness is believed to be a remarkable ability to do something, whether it is
valued by society or not.
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It is not an inherent, immutable trait that a person necessarily carries for life.
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Being intellectually gifted is often associated with
A) being highly opinionated about politics.
B) having few strong opinions about politics.
C) being relatively unconcerned about the feelings of others.
D) being highly concerned about interpersonal relationships, intrapersonal states,
and moral issues.
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being highly concerned about interpersonal relationships, intrapersonal states, and moral issues.
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Federal reports and legislation have assumed that the prevalence of giftedness in the
school population is about
A) 1 to 2%.
B) 3 to 5%.
C) 10 to 12%.
D) 15 to 20%.
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3 to 5%.
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According to research, what is the relationship between giftedness and genetics?
A) Only IQ scores are affected by genetics; practical intelligences are not subject
to genetic influence.
B) Nongenetic, biological influences have a more powerful effect on giftedness
than genetics.
C) All forms of giftedness are due to a combination of genetic and social factors.
D) Giftedness is determined by a combination of environmental factors.
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All forms of giftedness are due to a combination of genetic and social factors
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All of the following have been found to occur in families of highly successful
persons EXCEPT
A) Parents provided a space in the home designated for play only.
B) Parents took it for granted that their children would learn in the area of talent,
just as they would learn language.
C) Parents sought special instruction and special teachers for the child.
D) Parents were role models (at least at the start of their child’s development of
talent), especially in terms of lifestyle.
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Parents provided a space in the home designated for play only.
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In addition to IQ and achievement tests, what other method is commonly used to
identify giftedness?
A) nominations
B) personality tests
C) interviews
D) interest inventories
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nominations
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All of the following are principles of identifying giftedness and talent that help
ensure fairness EXCEPT
A) assessments that go beyond a narrow conception of talent.
B) reliable and valid instruments.
C) multiple measures/criteria approach.
D) appreciation of large group studies and focus on a combination of scores.
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appreciation of large group studies and focus on a combination of scores.
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Students with intellectual gifts
A) tend to be more frequently bullied than other students.
B) sometimes bully others and are sometimes bullied by others.
C) are often bullied by others, but do not bully.
D) have been shown to bully more often than others.
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sometimes bully others and are sometimes bullied by others.
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One of the most common misconceptions of the field of gifted education is
A) the idea that gifted students are more likely to be bullies.
B) the idea that gifted students are superior in every way, including strength and
beauty.
C) the idea that giftedness and mental illness are linked.
D) the idea that gifted students are physically stronger and more socially adept.
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the idea that giftedness and mental illness are linked.
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Which statement is true?
A) Intellectually gifted children are often insensitive to the feelings of others.
B) Intellectually gifted children are often highly concerned about interpersonal
relationships, intrapersonal states, and moral issues.
C) Advanced cognitive abilities often result in poor emotional adjustment.
D) Students who are gifted do not need education in morality.
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Intellectually gifted children are often highly concerned about interpersonal relationships, intrapersonal states, and moral issues.
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Which one of the following statements is true?
A) Gifted students tend to be far ahead of their agemates in all areas of academic
performance.
B) Gifted students tend to be bored with and antagonistic toward school.
C) The majority enter occupations that demand greater than average intellectual
ability, creativity, and motivation.
D) They tend to perceive themselves in negative terms.
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The majority enter occupations that demand greater than average intellectual ability, creativity, and motivation.
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Children whose development and accomplishments meet or exceed those of adults
with extraordinary talent are known as
A) precocious.
B) prodigies.
C) geniuses.
D) super-gifted.
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prodigies
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All of the following arguments have been used against special education for children
who are gifted EXCEPT
A) It is inhumane and un-American to segregate students for instruction.
B) It is not fair to allocate special resources for those who are already
advantaged.
C) Students labeled as gifted develop more emotional problems than students
with similar abilities who are not labeled.
D) There is a danger of leaving some children out when only the ablest are
selected for special programs.
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Students labeled as gifted develop more emotional problems than students with similar abilities who are not labeled.
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Factors that promote underachievement in school include all of the following
EXCEPT
A) cultural barriers to success in certain fields.
B) chaotic, neglectful, or abusive home environment.
C) nurturing social climate in the classroom.
D) bias against identifying or programming for students from some minority
groups.
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nurturing social climate in the classroom.
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Each of the following is a reason for low numbers of students identified as gifted
from low socioeconomic status and those living in remote areas EXCEPT lack of
A) access to materials.
B) caring parents.
C) basic necessities.
D) diverse early experiences.
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caring parents.
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Proportionality of ethnic groups represented by gifted identification could be
achieved if all of the following efforts are made EXCEPT
A) use of quota systems.
B) use of culturally sensitive identification criteria.
C) counseling to raise aspirations of students in underrepresented groups.
D) availability of high-achieving models from all ethnic groups.
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use of quota systems.
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Research on students with disabilities who are also gifted indicates all of the
following EXCEPT
A) their IEPs tend to identify objectives that target deficit
areas not areas of strength.
B) there is often a lack of consideration of Advanced Placement (AP) enrollment
as part of transition planning.
C) students often do not receive their required IEP accommodations or are
discouraged from requesting them.
D) advocacy by students’ parents often backfires and harms rather than helps the
students receive the support they need.
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advocacy by students’ parents often backfires and harms rather than helps the students receive the support they need.
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Gifts and talents of students with disabilities are often overlooked for each of the
following reasons EXCEPT
A) stereotypic expectations prevent teachers from identifying them.
B) focus on assessment of disability without attention to talents.
C) legally, students cannot have more than one label.
D) narrow views of giftedness as global, high intelligence only.
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legally, students cannot have more than one label.
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All of the following are true EXCEPT
A) Cultural factors work against the development and recognition of females
with special gifts or talents.
B) Giftedness is found as often among students with disabilities as among those
who do not have disabilities.
C) Females with special gifts or talents lag behind males in many measures of
achievement and aptitude.
D) Gifted females tend not to pursue courses of study or careers
involving science, engineering, and math.
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Giftedness is found as often among students with disabilities as among those who do not have disabilities.
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The largest group of neglected students with gifts is
A) females.
B) students with disabilities.
C) students from lower socioeconomic levels.
D) students from culturally diverse backgrounds.
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females
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All of the following factors help to explain the under-representation of females in
programs for giftedness EXCEPT
A) the glamorization of sex differences.
B) that teachers pay less attention to high achieving girls.
C) that parents have overly high expectations for girls.
D) the societal stereotypes of males and females.
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that parents have overly high expectations for girls
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Leaders in the field agree that special education for students with gifts or talents
should have each of the following characteristics EXCEPT
A) a curriculum designed to accommodate advanced cognitive skills.
B) instructional strategies consistent with the learning of students in particular
content areas.
C) administrative arrangements facilitating appropriate grouping of students for
instruction.
D) a program that emphasizes keeping gifted students with their age peers at all
times.
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a program that emphasizes keeping gifted students with their age peers at all times.
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Additional experiences provided to students without placing them in a higher grade
are known as
A) acceleration.
B) resource programs.
C) enrichment.
D) mentor programs.
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enrichment
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Larry, a student who is gifted, skipped third grade. This is an example of which
programming strategy?
A) acceleration
B) independent study
C) enrichment
D) special class
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acceleration
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All of the following are developments with implications for improved education of
students with special gifts and talents EXCEPT
A) advances in telecommunication.
B) presence of computers in home and classroom.
C) call for excellence in American education.
D) having more teachers who are gifted themselves certified to teach gifted
students.
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having more teachers who are gifted themselves certified to teach gifted students
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Which of the following is not a characteristic of differentiated instruction? It
A) includes a minimum amount of assessment so as not to make students too test-dependent.
B) is based on student readiness.
C) varies activities and assignments.
D) supports active exploration of topics at varying levels.
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includes a minimum amount of assessment so as not to make students too test-dependent.
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Each of the following is a myth about acceleration EXCEPT:
A) The majority of students are not socially mature enough to advance grades.
B) Holding students to their grade level is a safer educational route.
C) It results in gaps in students’ knowledge.
D) Students who are accelerated into grades beyond their age get bullied
more.
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Students who are accelerated into grades beyond their age get bullied more.
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Which of the following findings about acceleration is TRUE?
A) It is less effective in raising student achievement than most school reforms.
B) Accelerated students are no more likely to aspire to advanced degrees than are
non-accelerated students.
C) When the curriculum moves at a slow pace, boredom frequently ensues.
D) There are no proven instruments for making acceleration decisions.
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When the curriculum moves at a slow pace, boredom frequently ensues.
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All of the following are barriers inhibiting the development of programs for
preschool children who are gifted EXCEPT
A) laws preventing early admission to school.
B) unavailability of intelligence tests.
C) lack of appropriate teacher training.
D) lack of parental advocacy.
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unavailability of intelligence tests.
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Preschool children with special gifts and talents need the freedom to
A) study with older children in specific areas.
B) develop social competence by remaining with age mates.
C) develop adaptive behavior.
D) develop pragmatic language skills.
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study with older children in specific areas.
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Probably the central issue in the education of adolescents with special gifts and
talents is that of
A) vocational focus versus academic focus.
B) acceleration versus enrichment.
C) inclusion versus separate schools.
D) grade-skipping versus acceleration.
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acceleration versus enrichment.
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Early enrollment in college courses has worked particularly well for adolescents who
are gifted in
A) writing.
B) the arts.
C) math.
D) science.
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math
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