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Psychobiological, Clinical, and Educational Aspects of Giftedness
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Editors: Ignacio González-Burgos, Ph.D. (Senior Researcher, Laboratorio de Psicobiología, el División de Neurociencias, Centro de Investigación Biomédica de Occidente, Instituto Mexicano del Seguro Social, Ciudad de México, Mexico)
Book Description:
General estimations propose that 3-5% of the child population worldwide shows different degrees of giftedness for performing of outstanding talents. Giftedness is thought to represent an advantage for social adaptation due to the higher intellectual capabilities over average people. However, several studies show that eminent adults are significantly less than gifted children, suggesting that a great number of talented children are lost. On the other hand, gifted children often show several psychosocial abnormalities such as social isolation (which likely leads to eventual depressive disorders), aggressive behavior (commonly related to incomprehension by close relatives), bullying and a varying degrees of academic performance among other stressors related with scholarly life. Giftedness is frequently confused with some psychopathological alterations; the subsequent medication is a clinical action with unpredictable consequences that may affect the outstanding talents and general mental health of gifted children. These and other biopsychosocial factors make gifted children (and adults) a vulnerable social group. Thus, based on the relatively scarce scientific literature related to giftedness, the content of this book aims to integrate the factors of some of the neurobiological, psychological, social, and educational aspects related to giftedness into common knowledge, and it may also be useful for professionals dedicated to the scientific study and clinical or educational attention of gifted children. (Nova Biomedical)


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Table of Contents:
Preface

Chapter 1. A Theoretical, Conceptual and Methodological Approach to Giftedness (pp. 1-14)
(Néstor I. Martínez-Torres, Alejandra Pérez-Amézquita and Ignacio González-Burgos)

Chapter 2. The Neural Basis of Precocious Mathematical Ability: Some Structural and Functional Characteristics of the Math-Gifted Brain (pp. 15-38)
(Kareem Al-Khalil and Michael W. O’Boyle)

Chapter 3. Genetics of Giftedness (pp. 39-66)
(Patricio Barros-Núñez, Mónica Alejandra Rosales-Reynoso and Sergio Yair Rodríguez-Preciado)

Chapter 4. Demystifying the Mozart Effect: Facts beyond the Controversy (pp. 67-86)
(Claudia Talero-Gutiérrez and Sandra Saade-Lemus)

Chapter 5. Attention Deficit Hyperactivity Disorder, or Giftedness? (pp. 87-118)
(Jesús Gómez-Plascencia and Ricardo Gómez-Espinosa)

Chapter 6. Does Giftedness Deserve Clinical Attention? (pp. 119-142)
(Diana L. Sifuentes-Becerril, Luis M. Castillo-Chávez and Paulina Hernández-Cortés)

Chapter 7. Subjective Well-Being of Intellectually Gifted Children and Adolescents (pp. 143-166)
(Sebastian Bergold, Linda Wirthwein and Ricarda Steinmayr)

Chapter 8. The Difficulties of Being Gifted: An Insider’s View (pp. 167-192)
(Antonio Cruz-Serrano)

Chapter 9. Potential Educational Challenges among High Ability Children (pp. 193-214)
(Megan Foley-Nicpon and Malory Bolenbaugh)

Chapter 10. Institutional and Non-Institutional Care for the Education of Gifted Children (pp. 215-220)
(Liliana García-Carranza)

Index (pp. 221)

Total Pages: 227

   Series:
      Neuroscience Research Progress
      Psychology Research Progress
   Binding: Hardcover
   Pub. Date: January 18, 2018
   ISBN: 978-1-53613-051-5
   Status: AV
  
Status Code Description
AN Announcing
FM Formatting
PP Page Proofs
FP Final Production
EP Editorial Production
PR At Prepress
AP At Press
AV Available
  
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Psychobiological, Clinical, and Educational Aspects of Giftedness