2019 WCGTC World Conference

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2.1.5 Using Measures of Implicit Conceptions in Gifted Education Research

Implicit beliefs are the foundational attitudes and perceptions that individuals have formed as a result of the sum of their experiences. People are often unaware of the nature of their implicit beliefs, and the measurement of something that is implicit can be a challenge. However, analyzing these beliefs is important because of the influence they can have on teacher recommendations as part of identification procedures and the decisions of policy makers about programs for gifted children. This presentation will describe the different ways that implicit beliefs about the nature of giftedness can be empirically and quantitatively measured.

Author(s):

Erin Miller
emmiller@bridgewater.edu
Bridgewater College
United States

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Erin Morris Miller is Associate Professor of Psychology at Bridgewater College. She is an officer of the AERA-SIG "Research on Giftedness and Creativity" and is past chair of both the Conceptual Foundations Network and the Legacy Series of the National Association for Gifted Children. Her research interests include the measurement of implicit theories of intelligence and implications for motivation.

 



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