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Cited by 72Education, Achievement, and GiftednessEarly Childhood Education and DevelopmentCreativity in Education and Neuroscience

Identifying young gifted children and cultivating problem solving abilities and multiple intelligences

Kuo, Ching-Chih, Maker, June, Su, Fang-Liu, Hu, Chun·2010·Learning and Individual Differences
DOI 10.1016/j.lindif.2010.05.005
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Crossref · 10.1016/j.lindif.2010.05.005

Cites

33 of 33 references verified0 citation errors · 0 not checkable

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  • In the Kuo et al. study, doubly exceptional children, especially those with autism, showed significant gains in social skills and improved group adaptability.

    “Students in the group of doubly exceptional children, especially those with autism, showed significant gains in social skills, and their group adaptability had improved.”

    From Serious Games and Their Effect Improving Attention in Students with Learning Disabilities (2019) · cites this paper as [10]

  • A three-year school intervention based on multiple intelligences with pre-school students with different profiles led participating students to demonstrate great levels of imagination, improved problem solving skills, and the ability to seek many approaches to solving problems.

    “Kuo et al. [10] analyzed the effect of a three-year school intervention based on MI with a sample of pre-school students with different profiles (gifted students, “doubly exceptional children”—gifted students with a disability such as autism or sensory disorders—and other personal conditions). At the end of the intervention, participating students demonstrated great levels of imagination, an”

    From Serious Games and Their Effect Improving Attention in Students with Learning Disabilities (2019) · cites this paper as [10]

  • Working on multiple intelligences has a positive effect on students regardless of their needs, the nature of their talents, or their cultural or socio-economic status.

    “These results indicated the positive effect on students of working on MI, regardless of their needs, the nature of their talents or their cultural or socio-economic status.”

    From Serious Games and Their Effect Improving Attention in Students with Learning Disabilities (2019) · cites this paper as [10]

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Authors
Kuo, C.-C., Maker, J., Su, F.-L., & Hu, C.
Affiliations
  • National Taiwan Normal University (TW)
  • University of Arizona (US)
Corresponding author
Kuo, Ching-Chih
ORCID
Venue
Learning and Individual Differences
Publisher
Elsevier BV
Published
2010-08
Volume
20
Issue
4
Pages
365-379
ISSN
1041-6080 (ISSN-L)
DOI
10.1016/j.lindif.2010.05.005
OpenAlex
W2162571249
Cited by
72
References
33
Citations by year
2026: 6 · 2025: 7 · 2024: 4 · 2023: 6 · 2022: 4 · 2021: 10 · 2020: 6 · 2019: 3 · 2018: 1 · 2017: 3 · 2016: 8 · 2015: 5 · 2014: 1 · 2013: 3 · 2012: 2
FWCI
3.34
Type
journal article
Language
en
Open access
closed
Licence
www.elsevier.com/tdm/userlicense/1.0/ (tdm)
Locations
Learning and Individual Differences (publishedVersion)
Topics
  • Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
  • Social Sciences › Education › Early Childhood Education and Development
  • Social Sciences › Psychology › Experimental and Cognitive Psychology › Creativity in Education and Neuroscience
Keywords
gifted identification, enrichment programs, problem-solving skills, multiple intelligences, twice-exceptional children, autism spectrum disorder, portfolio assessment, teacher assessment, scientific thinking, social skills, immigrant children

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Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

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