An Aptitude Perspective on Talent: Implications for Identification of Academically Gifted Minority Students

By D. Lohman. 2005

102 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/aad5666043dbc0311c98fd08e557edb60d31bdc6

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. S. Peters
2. Marcia Gentry
3. Jesse O. Erwin
4. F. Worrell
5. Kenneth G. Engerrand
6. Del Siegle
7. Sietske van Viersen
8. J. Reijnders

In Experimental and Cognitive Psychology

1. S. Peters
2. Marcia Gentry
3. Del Siegle
4. Jesse O. Erwin
5. F. Worrell
6. Kenneth G. Engerrand
7. Evelyn H. Kroesbergen
8. Sietske van Viersen

Citations in the corpus

• Group-Specific Norms and Teacher-Rating Scales (2012, methodology): “In the case of students from low-income families, the argument for using local norms is based on the idea that if schools are going to foster the talents and skills of all students, definitions of “high achieving” cannot be based on national norms (Lohman, 2005, 2006). When students from low-income ”
• Equity and Excellence (2016, methodology): “Traditional measures of academic ability may be the best choice if the goal is to identify those students who are most in need of and who benefit from the academically oriented programming found in schools (Lohman, 2005, 2009).”
• The Role of Nonverbal Ability Tests in Identifying Academically Gifted Students: An Aptitude Perspective (2005, result): “However, in a previous article (Lohman, 2005), I showed that the score distributions for different ethnic groups used in their study had been substantially altered from those reported in previous analyses of the same data.”
• Assessment Practices and the Underrepresentation of Minority Students in Gifted and Talented Education (2012, methodology): “Moreover, as verbal reasoning is an important component of school performance, tests assessing only nonverbal reasoning are not the most useful for identifying students who will perform well on verbal reasoning tasks in regular education or gifted programs (Lohman, 2005d).”
• Disentangling the Roles of Institutional and Individual Poverty in the Identification of Gifted Students (2018, background): “Lastly, low-income students tend to earn lower scores on assessments of academic achievement and cognitive ability than higher SES students (Gottfried, Gottfried, Bathurst, Guerin, & Parramore, 2003; Larson, Russ, Nelson, Olson, & Halfon, 2015; Lohman, 2005).”
• The Psychological Well-Being of Early Identified Gifted Children (2016, methodology): “Nonverbal tests should always be accompanied by evidence for high accomplishment on a particular domain or relatively high verbal or quantitative reasoning abilities (Lohman, 2005b).”
• Best Practices in Identifying Students for Gifted and Talented Education Programs (2011, background): “However, the claim that nonverbal tests are fairer for ethnic and linguistic minority children has been challenged on several grounds (Lohman, 2005c, 2005d).”