段落A

Internationally, ‘giftedness’ is most frequently determined by a score on a general intelligence test, known as an IQ test, which is above a chosen cutoff point, usually at around the top 2-5%. Children’s educational environment contributes to the IQ score and the way intelligence is used. For example, a very close positive relationship was found when children’s IQ scores were compared with their home educational provision (Freeman, 2010). The higher the children’s IQ scores, especially over IQ 130, the better the quality of their educational backup, measured in terms of reported verbal interactions with parents, number of books and activities in their home etc. Because IQ tests are decidedly influenced by what the child has learned, they are to some extent measures of current achievement based on age-norms; that is, how well the children have learned to manipulate their knowledge and know-how within the terms of the test. The vocabulary aspect, for example, is dependent on having heard those words. But IQ tests can neither identify the processes of learning and thinking nor predict creativity.

    段落A

在国际上，“天才”常常是通过一种称为智商测试或智商测验的综合智力测试得分来确定的，该得分高于选择的截点，通常在2-5%的顶尖水平上。儿童的教育环境对智商得分和智力的运用方式有影响。例如，当比较儿童的智商得分与他们在家庭教育方面的提供（Freeman, 2010）时，发现两者之间存在非常密切的正相关关系。儿童的智商得分越高，特别是在130以上的智商水平上，他们家庭的教育支持质量就越好，这可以通过与父母的言语互动、家中书籍和活动的数量等指标来衡量。由于智商测试受到儿童所学内容的影响，它在一定程度上是基于年龄标准的当前成就的度量；也就是说，儿童在测试中如何善于运用他们掌握的知识和技能。例如，词汇方面的测试取决于是否听过这些单词。但是智商测试既不能确定学习和思考的过程，也不能预测创造力。

段落B

Excellence does not emerge without appropriate help. To reach an exceptionally high standard in any area very able children need the means to learn, which includes material to work with and focused challenging tuition -and the encouragement to follow their dream. There appears to be a qualitative difference in the way the intellectually highly able think, compared with more average-ability or older pupils, for whom external regulation by the teacher often compensates for lack of internal regulation. To be at their most effective in their self-regulation, all children can be helped to identify their own ways of learning – metacognition – which will include strategies of planning, monitoring, evaluation, and choice of what to learn. Emotional awareness is also part of metacognition, so children should be helped to be aware of their feelings around the area to be learned, feelings of curiosity or confidence, for example.

段落B

卓越并非没有适当的帮助而产生。要在任何领域达到极高水平，非常有能力的孩子需要学习的手段，包括所需的学习材料和有针对性的挑战性辅导，以及追随梦想的鼓励。与普通能力或年龄较大的学生相比，智力高度出众的学生在思考方式上似乎存在一种质的差异，因为教师的外部规范往往弥补了他们缺乏内部调节的不足。为了让所有孩子在自我调节方面发挥最佳效果，可以帮助他们找到自己的学习方式——元认知——其中包括计划、监控、评估和选择学习内容的策略。情绪意识也是元认知的一部分，因此应该帮助孩子意识到他们在学习的领域中的感受，例如好奇心或自信心。

段落C

High achievers have been found to use self-regulatory learning strategies more often and more effectively than lower achievers, and are better able to transfer these strategies to deal with unfamiliar tasks. This happens to such a high degree in some children that they appear to be demonstrating talent in particular areas. Overviewing research on the thinking process of highly able children, (Shore and Kanevsky, 1993) put the instructor’s problem succinctly: ‘If they [the gifted] merely think more quickly, then we need only teach more quickly. If they merely make fewer errors, then we can shorten the practice’. But of course, this is not entirely the case; adjustments have to be made in methods of learning and teaching, to take account of the many ways individuals think.

段落C

研究发现，高成就者比低成就者更经常、更有效地使用自我调节的学习策略，并且能够更好地将这些策略应用于处理未知任务。在某些孩子身上，这种情况发生得如此之高，以至于他们似乎在特定领域展示出天赋才能。总结对智力高度出众的儿童思维过程的研究，（Shore and Kanevsky, 1993）简洁地提出了教师面临的问题：“如果他们（天才）仅仅是思考速度更快，那么我们只需要更快地教授。如果他们仅仅是犯错误更少，那么我们可以缩短练习时间”。但当然，并非完全如此；在学习和教学方法上必须进行调整，以考虑到个体思维的多种方式。

段落D

Yet in order to learn by themselves, the gifted do need some support from their teachers. Conversely, teachers who have a tendency to ‘overdirect’ can diminish their gifted pupils’ learning autonomy. Although ‘spoon-feeding’, can produce extremely high examination results, these are not always followed by equally impressive life successes. Too much dependence on the teacher risks loss of autonomy and motivation to discover. However, when teachers help pupils to reflect on their own learning and thinking activities, they increase their pupils’ self-regulation. For a young child, it may be just the simple question ‘What have you learned today?’ which helps them to recognise what they are doing. Given that a fundamental goal of education is to transfer the control of learning from teachers to pupils, improving pupils’ learning to learn techniques should be a major outcome of the school experience, especially for the highly competent. There are quite a number of new methods which can help, such as child-initiated learning, ability-peer tutoring, etc. Such practices have been found to be particularly useful for bright children from deprived areas.

段落D

然而，为了能够自主学习，天才学生确实需要一些来自教师的支持。相反，有一种倾向于“过度指导”的教师可能会削弱天才学生的学习自主性。尽管“喂饭式”教学可以产生极高的考试成绩，但这些成绩并不总是伴随着同样令人印象深刻的生活成功。过度依赖教师可能会导致失去学习自主性和发现动力的风险。然而，当教师帮助学生反思自己的学习和思考活动时，他们增加了学生的自我调节能力。对于年幼的孩子来说，可能只是简单的问题“你今天学到了什么？”就可以帮助他们认识到自己在做什么。鉴于教育的一个基本目标是将学习的控制权从教师转移到学生，改善学生的学习技巧应该是学校经验的一个主要成果，尤其是对于高素质的学生来说。有一些新的方法可以帮助实现这一目标，如以儿童为主导的学习、能力同伴辅导等。这些做法已被发现特别适用于贫困地区的聪明孩子。

段落E

But scientific progress is not all theoretical, knowledge is also vital to outstanding performance: individuals who know a great deal about a specific domain will achieve at a higher level than those who do not (Elshout, 1995). Research with creative scientists by Simonton (1988) brought him to the conclusion that above a certain high level, characteristics such as independence seemed to contribute more to reaching the highest levels of expertise than intellectual skills, due to the great demands of effort and time needed for learning and practice. Creativity in all forms can be seen as expertise mixed with a high level of motivation (Weisberg, 1993).

段落E

但科学进步并不全是理论上的，知识对出色的表现也至关重要：对某个特定领域了解很多的人比对该领域一无所知的人会取得更高水平的成就（Elshout, 1995）。Simonton（1988）对创造性科学家进行的研究使他得出结论，高水平以上的能力特征，如独立性，似乎更有助于达到最高水平的专业知识，这是因为学习和实践需要巨大的努力和时间。各种形式的创造力可以被看作是专业知识与高度动机相结合的产物（Weisberg, 1993）。

段落F

To sum up, learning is affected by emotions of both the individual and significant others. Positive emotions facilitate the creative aspects of learning and negative emotions inhibit it. Fear, for example, can limit the development of curiosity, which is a strong force in scientific advance, because it motivates problem-solving behaviour. In Boekaerts’ (1991) review of emotion in the learning of very high IQ and highly achieving children, she found emotional forces in harness. They were not only curious, but often had a strong desire to control their environment, improve their learning efficiency, and increase their own learning resources.

段落F

总之，学习受到个体和重要他人情绪的影响。积极的情绪有助于学习的创造性方面，而消极的情绪则会抑制它。例如，恐惧可以限制好奇心的发展，而好奇心是科学进步的强大动力，因为它激发了解决问题的行为。在Boekaerts（1991）对非常高智商和高成就儿童的情绪学习的综述中，她发现情绪具有驭服的力量。他们不仅好奇，而且经常渴望控制自己的环境、提高学习效率和增加自己的学习资源。