Towards A Neurological Model of Giftedness: A Conceptual Perspective

Abstract

Event Abstract Back to Event Towards A Neurological Model of Giftedness: A Conceptual Perspective Maqsoud Kruse1* 1 British University in Dubai, United Arab Emirates The existing body of research concerning the neuroscience of giftedness is vast, diverse, and spread across the literature in the form of empirical findings of different neuroimaging techniques that attempt to examine a variety of research questions related to the different aspects of giftedness (See for example: Cropley, Westwell, & Gabriel, 2017; Jin et al 2006; Mrazik & Dombrowski, 2010; Shaw et al, 2006; Zhang, Cao, & Shi, 2016; Shen et al, 2018). Despite of all of these empirical findings, however, they tend to be “localized” and “narrow” in which they focus on either a “Technical Procedure” or a specific “Cognitive Function”, or a particular “Manifestation” of the different types of giftedness; and, hence, provide a “partial” and not an “all-inclusive” perspective (See for example: Geake, 2008; Zhang, et al, 2017). The question that presents itself, however, would it be possible to develop a new research direction geared towards the structuring of a novel conceptual model of giftedness based entirely on the analysis of the empirical findings of the neuroimaging research results of giftedness? Hence, attempt to systematically review, synthesize and organize such findings in a holistic, meaningful, and coherent manner that can paint a comprehensive framework towards the potential emergence of a “Neurological Model of Giftedness” (NMG). Unlike previous conceptual models of giftedness that are based - for instance - on psychological, cognitive, psychometric and educational frameworks; the proposed NMG will emerge as a result of a comprehensive Meta-Analysis and Neuroimaging Data Synthesis of existing empirical findings. Thus, create a “Giftedness Neurological Catalogue” (GNC) that can be developed further to produce a “Giftedness Neurological Mapping Guide” (GNMG) that can serve as a foundational text illustrating the “Neurological Terrain of Giftedness” (NTG) in the brain. Such an approach can be “ground breaking” in the sense that it will establish a new conceptual framework that can lead, potentially, to a “Paradigm Shift” - as described by Kuhn (1962) - in the current thinking and direction of mainstream research on giftedness. Consequently, it will provide a conceptual roadmap towards a possible development of a “Metamodel for Giftedness” (MfG) that is capable of explaining and defining the relationship between the different components of the NMG in a similar application of “Metamodeling” in the field of “Systems Engineering” (Garitselov et al, 2012; Sekaran & Bougie, 2010). One important method to conduct such an important research endeavor would be the “NeuroSynth”, in its capacity as “an instrumental step towards automated large-scale synthesis of the neuroimaging literature”, which was developed by Yarkoni, et al (2012, p.2). Moreover, the “NeuroSynth” is an online brain mapping framework that “combines test mining, meta-analysis, and machine learning techniques to generate probabilistic mappings between cognitive and neural states that can be used for a broad range of neuroimaging applications” (Yarkoni et al, 2012, p.2). Furthermore, the framework is based on an automated coordinate extraction from neuroimaging articles that are available in the single largest database containing (3,489) articles and (100, 953) foci (Yarkoni et al, 2012, p.9). Hence, provide a direct access to all existing literature on the neuroscience of giftedness in order to compare, analyze, infer and develop all sorts of conclusions, insights, frameworks and models via a set of sophisticated statistical analyses that are specifically designed to support researchers conducting neuroimaging synthesis research projects (See: http://neurosynth.org). Thus, provide unequivocal access to a systematic method of conducting a comprehensive literature review, conceptual modeling, and structured mapping. In conclusion, the proposed research direction aims at exploring a new approach towards the conceptualization, definition and identification of giftedness based on the advancements of Neuroimaging techniques within the growing hybrid domain of “Mind, Brain and Education” (Fischer, Daniel, Immordino-Yang, Stern, Battro, & Koizumi, 2007; Fischer, Immordino-Yang, & Waber, 2007; Fischer, 2009; Fischer, Goswami, & Geake, 2010; Zadina, 2015). Thus, utilizing the findings of “Educational Neuroscience” to inform the identification process of giftedness in order to insure the highest levels of validity, reliability and achieve trustworthiness in the outcome of the identification process (Carew & Magsamen, 2010; Kruse, 2017; Martin-Loeches, 2015; Stern, 2005). The success of this endeavor will contribute directly to the “Early Identification” of giftedness and at the same time provide a unique opportunity to identify giftedness amongst the “Twice Exceptional” and those whom their ability is masked by their disability. As a result, Neuroimaging will emerge as the prominent method of identification in comparison to current “Giftedness Identification Systems” (GIS’s). Thus, establishing what will be known as the “Neuro Giftedness Identification System” (NGIS) as a “fact-gathering” activity rather than a “theoretical” activity (Kuhn, 1962).