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The Gifted Rating Scales is a teacher rating scale designed to help identify gifted students and is based on a multidimensional model of giftedness. By design, GRS minimizes observational bias and increases measurement accuracy. There are two forms: the GRS-P (for preschool/kindergarten level) and the GRS-S (designed specifically for students in grades 1-8). The GRS measures students' aptitude in six areas: Intellectual Ability: measures the child's verbal and nonverbal mental skills and intellectual competence. Items on this scale rate the child's memory, reasoning ability, problem solving and mental speed. Academic Ability: measures the child's skill in dealing with factual and/or school-related material. Items rate readiness and advanced development/proficiency in reading, math and other aspects of the early childhood curriculum. Creativity: measures the child's ability to think, act and/or produce unique, novel or innovative thoughts or products. Items rate the child's imaginative play, original thinking and inventive approach to situations or problems. Artistic Talent: measures the child's potential for, or evidence of ability in, drama, music, dance, drawing, painting, sculpture, singing, playing a musical instrument and/or acting. Leadership: measures the child's ability to motivate people toward a common goal. Motivation: refers to the child's drive, tendency to enjoy challenging tasks, and ability to work well without encouragement or reinforcement. The motivation scale is not viewed as a type of giftedness, but rather as the energy that impels a young child to achieve.

The study’s authors suggest that intended and unintended harm cause different amounts of pain because they differ in meaning. “From decoding language to understanding gestures, the mind distills meaning from our social environment,” says Gray. “An intended harm has a very different meaning from an accidental harm.”

March 17, 2009 in Biology | 11 comments | Post a comment E-mail   |   Print   |   Text Size    Building the 21st-Century Mind A professor of cognition and education reveals the five minds you need for success, how to make better decisions, and why ethics are critical.

Howard Gardner is a professor of cognition and education at the Harvard Graduate School of Education. He’s also the author of over 20 books and several hundred scholarly articles. Gardner is probably best known in educational circles for his theory of multiple intelligences, which is a critique of the notion that there exists but a single human intelligence that can be assessed by standard psychometric instruments. His most recent book, Five Minds for the Future, offers some advice for policy-makers on how to do a better job of preparing students for the 21st century. Mind Matters editor Jonah Lehrer chats with Gardner about his new book, the possibility of teaching ethics and how his concept of multiple intelligences has changed over time.

In 2006, Catalyst looked at stereotypes across cultures (surveying 935 alumni of the International Institute for Management Development in Switzerland) and found that while the view of an ideal leader varied from place to place — in some regions the ideal leader was a team builder, in others the most valued skill was problem-solving. But whatever was most valued, women were seen as lacking it.