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Cultivating the social-emotional imagination in gifted education: insights from educational neuroscience.
Ann N Y Acad Sci. 2016 08; 1377(1):22-31.AN

Abstract

Evidence from education, psychology, and neuroscience suggests that investing in the development of the social-emotional imagination is essential to cultivating giftedness in adolescents. Nurturing these capacities may be especially effective for promoting giftedness in students who are likely to lose interest and ambition over time. Giftedness is frequently equated with high general intelligence as measured by IQ tests, but this narrow conceptualization does not adequately capture students' abilities to utilize their talents strategically to fully realize their future possible selves. The brain's default mode network is thought to play an important role in supporting imaginative thinking about the self and others across time. Because this network's functioning is temporarily attenuated when individuals engage in task- and action-oriented focus (mindsets thought to engage the brain's executive attention network), we suggest that consistently focusing students on tasks requiring immediate action could undermine long-term cultivation of giftedness. We argue that giftedness-especially in science, technology, engineering, and mathematics (STEM)-can be cultivated by encouraging adolescents' intellectual curiosity and supporting their ability to connect schoolwork to a larger purpose. Improving STEM and gifted education may depend upon a shift from knowledge transmission and regimented evaluation to creative exploration, intentional reflectiveness, and mindful switching between task focus and imagining.

Authors+Show Affiliations

Rossier School of Education, University of Southern California, Los Angeles, California. Brain and Creativity Institute, University of Southern California, Los Angeles, California.Positive Psychology Center, University of Pennsylvania, Philadelphia, Pennsylvania.Rossier School of Education, University of Southern California, Los Angeles, California. Immordin@usc.edu. Brain and Creativity Institute, University of Southern California, Los Angeles, California. Immordin@usc.edu. Department of Psychology and Neuroscience Graduate Program, University of Southern California, Los Angeles, California. Immordin@usc.edu.Positive Psychology Center, University of Pennsylvania, Philadelphia, Pennsylvania. sbk@psych.upenn.edu. The Imagination Institute, Jenkintown, Pennsylvania. sbk@psych.upenn.edu.

Pub Type(s)

Journal Article
Review
Research Support, U.S. Gov't, Non-P.H.S.
Research Support, Non-U.S. Gov't

Language

eng

PubMed ID

27504916

Citation

Gotlieb, Rebecca, et al. "Cultivating the Social-emotional Imagination in Gifted Education: Insights From Educational Neuroscience." Annals of the New York Academy of Sciences, vol. 1377, no. 1, 2016, pp. 22-31.
Gotlieb R, Hyde E, Immordino-Yang MH, et al. Cultivating the social-emotional imagination in gifted education: insights from educational neuroscience. Ann N Y Acad Sci. 2016;1377(1):22-31.
Gotlieb, R., Hyde, E., Immordino-Yang, M. H., & Kaufman, S. B. (2016). Cultivating the social-emotional imagination in gifted education: insights from educational neuroscience. Annals of the New York Academy of Sciences, 1377(1), 22-31. https://doi.org/10.1111/nyas.13165
Gotlieb R, et al. Cultivating the Social-emotional Imagination in Gifted Education: Insights From Educational Neuroscience. Ann N Y Acad Sci. 2016;1377(1):22-31. PubMed PMID: 27504916.
* Article titles in AMA citation format should be in sentence-case
TY - JOUR T1 - Cultivating the social-emotional imagination in gifted education: insights from educational neuroscience. AU - Gotlieb,Rebecca, AU - Hyde,Elizabeth, AU - Immordino-Yang,Mary Helen, AU - Kaufman,Scott Barry, Y1 - 2016/08/09/ PY - 2016/02/04/received PY - 2016/06/01/revised PY - 2016/06/03/accepted PY - 2016/8/10/entrez PY - 2016/8/10/pubmed PY - 2017/7/20/medline KW - STEM education KW - default mode network KW - giftedness KW - social-emotional imagination SP - 22 EP - 31 JF - Annals of the New York Academy of Sciences JO - Ann N Y Acad Sci VL - 1377 IS - 1 N2 - Evidence from education, psychology, and neuroscience suggests that investing in the development of the social-emotional imagination is essential to cultivating giftedness in adolescents. Nurturing these capacities may be especially effective for promoting giftedness in students who are likely to lose interest and ambition over time. Giftedness is frequently equated with high general intelligence as measured by IQ tests, but this narrow conceptualization does not adequately capture students' abilities to utilize their talents strategically to fully realize their future possible selves. The brain's default mode network is thought to play an important role in supporting imaginative thinking about the self and others across time. Because this network's functioning is temporarily attenuated when individuals engage in task- and action-oriented focus (mindsets thought to engage the brain's executive attention network), we suggest that consistently focusing students on tasks requiring immediate action could undermine long-term cultivation of giftedness. We argue that giftedness-especially in science, technology, engineering, and mathematics (STEM)-can be cultivated by encouraging adolescents' intellectual curiosity and supporting their ability to connect schoolwork to a larger purpose. Improving STEM and gifted education may depend upon a shift from knowledge transmission and regimented evaluation to creative exploration, intentional reflectiveness, and mindful switching between task focus and imagining. SN - 1749-6632 UR - https://www.unboundmedicine.com/medline/citation/27504916/Cultivating_the_social_emotional_imagination_in_gifted_education:_insights_from_educational_neuroscience_ L2 - https://doi.org/10.1111/nyas.13165 DB - PRIME DP - Unbound Medicine ER -