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Giftedness in Lower Austria – NÖ Landesakademie – (University of Graz)

Giftedness in Lower Austria – NÖ Landesakademie – (University of Graz). Me. Sylvia Opriessnig. Diploma Thesis (2009): „Development of the Kindergarten-Talents-Test: Testconstruction for the fields of intelligence, attention and social-emotional competence “

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Giftedness in Lower Austria – NÖ Landesakademie – (University of Graz)

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  1. Giftedness in Lower Austria – NÖ Landesakademie –(University of Graz)

  2. Me Sylvia Opriessnig Diploma Thesis (2009): „Development of the Kindergarten-Talents-Test: Testconstruction for the fields of intelligence, attention and social-emotional competence“ Dissertation (2013): „Talente Check Elementary School: Construction of an aptitude screening for 3rd graders“

  3. University of Graz Karl-Franzens-Universität Co-editor of: Intelligence, Journal of Individual Differences, Diagnostica, High Ability Studies William Stern Award 1997

  4. Federal academy Landesakademie NÖ Think Tank of the government of Lower Austria Creation of new ideas Mediation between the federal goverment and research institutions

  5. Lower Austria Land Niederösterreich Largest state in Austria 19,186 km² 2nd largest population 1.6 Million inhabitants Capital: Sankt Pölten Governor: Erwin Pröll Austrians Peoples Party (ÖVP)

  6. Status Quo Diagnostics: Talente Check Promotion: Academy for gifted children Nature and technology Logics and maths Literature, philosophy, art Languages History and society • Verbal, numerical, and figural intelligence • Social-emotional competence • Creativity • Tacit knowledge • Counselling

  7. Verbal and numerical intelligence • Which number is next in line? 10 Which word does not belong to the others? (A) Sower (B) Harrow (C) Milking machine (D) Plough (E) Mower

  8. Figural intelligence • Which geometrical figure (A-E) results from combining the pieces in 158, 159 [...] ? E C D A B

  9. Creativity • Symbol completion • Clomplete the symbol creatively • Unusual uses • Find as many ways possible to use a COMB • Remote consequences • Explain how it came from the initial (left) to the final condition (right).

  10. Tacit knowledge • In the following you will find problems of everyday life you may already have encountered. • You are building up a tent. In which angle and depth would you drive the tent pegs into the soil?

  11. Social-emotional competence • Try to understand the situation as deeply as possible and mark the reaction that you are most prone to • A friend notices that your not feeling well and asks if she can help you • I feel discomfort and understate the problem • I feel embarassed and try to switch topics • I‘m annoyed because of the intervention and refuse the help • I‘m glad she notices how I feel and let her help me

  12. TC Profile

  13. Prospective developments • Expansion of the TC • Revision of the subtests • Enhanced counselling • Expansion to other age groups • Expansion of the Academy for gifted children • Stricter enrollment regulations • Establishment of a coordination unit • Parents, children, teachers, professionals • www.land4talent.at

  14. Questions … Suggestions … Remarks …

  15. Thank you for your attention!

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