E-mail: gyarmathy.eva@gmail.com
Weboldal: www.diszlexia.hu
1958 Születtem
Budapesten
1985 Pszichológusi
végzettség Eötvös Lóránd Tudományegyetemen
1991 Nevelés
lélektani szakpszichológusi diploma Eötvös Lóránd Tudományegyetemen
1986-1992 Iskolapszichológus
1992-1999 Magyar Tudományos Akadémia Pszichológiai Kutatóintézet tudományos
munkatársa
1992-2010 A Magyar Tehetséggondozó Társaság vezetőségi tagja
1992- Member of the European Council for High Ability
1993-1998 Óraadó tanár a Debreceni Egyetemen
1996 PhD.
cím – Debreceni Egyetem
1999- Magyar
Tudományos Akadémia Pszichológiai Kutatóintézet tudományos főmunkatársa
2000- Óraadó
tanár ELTE PPK-n
2001 Kognitív
és viselkedés terápiás képzettség
2001-2004 Óraadó tanár a Szegedi Egyetemen
2004-2007 Óraadó a Semmelweis Egyetem Mentálhigiénés Tanszékének
mentálhigiénés szakember képzésében
2007 Klinikai
szakpszichológusi diploma – Pécsi Egyetem
2008-2012 A World Council for Gifted and Talented Hungarian
delegate
2008-2018 Docens a Budapesti Műszaki Főiskolán, jelenleg Óbudai
Egyetem
2009 Habilitáció
- Debreceni Egyetem
2011 SNI Tehetségeket Segítő Tanács
megalapítója
2013- International Advisory Board Member of the International
Society for the Interdisciplinary Study of Symmetry
2014- Óraadó
tanár a Szegedi Egyetemen
2018- Apor Vilmos Katolikus Főiskola
oktatója
2021- Egyetemi tanár
kognitív pszichológia, intelligencia, kreativitás, tehetség, diszlexia,
tanulási, figyelem és hiperaktivitás zavarok, autizmus spektrum zavar, atipikus
fejlődés, információ feldolgozási sajátosságok, többnyelvűség és
diszlexia, hiperaktivitás, magatartászavarok, személyiségzavarok
23. Gyarmathy É. (2016) A tudomány
és a harmadik kultúra. Fókuszpontok. Úton az ifjúság megismerése felé, pp.
80-97.
24. Gyarmathy E. (2016) The talent's netting way of
thinking. Gifted Educational International, 32, May. pp 148-164.
25. Gyarmathy Éva, Fűzi Beatrix (2016) Felzárkóztatás és tehetséggondozás.
Óbudai Egyetem, Typotop, Budapest.
26. Gyarmathy E, Senior, J. (2016) The inclusion of multiple exceptional
gifted students in talent development programmes. Interaction synthesis of
both provision form and content. Gifted Education International July 11, doi:
10.1177/0261429416656500
27. Gyarmathy E (2020) Motivated or Unmotivated for the Creative Approach.
Values from a highly able learner's point of view. In Socio-Emotional
Development and Creativity of Gifted Students. Eds. Fernanda Hellen Ribeiro
Piske, Tania Stoltz, Alberto Rocha, Cristina Cristina Costa-Lobo. Coimbra
University Press, pp. 211-235.
28. Gyarmathy E (2020) Multi-sided Dyslexia – The age of the entrepreneurs with
new reading abilities. In. (Eds.) Barbara Pavey, Neil Alexander-Passe, and
Margaret Meehan: Entrepreneurship, Dyslexia, and Education. Research,
Principles and Practice. Routledge Education. pp. 141-158
29. Gyarmathy Éva (2021) Tehetségfejlesztés. Lehetőségek kezdőknek és
haladóknak. Tea Kiadó, Budapest.
30. Senior, J., Gyarmathy
E. (2021) AI and Developing Human Intelligence: Future Learning and Educational
Innovation. Routledge, New York.
Kutatás
Gyarmathy Éva kutatási munkájának egymáshoz kapcsolódó
területei:
Hazai Kutatási pályázatok
· Kognitív profil tesztet dolgozunk ki számítógépes formában
· Követéses vizsgálatban azonosítjuk a szociokulturális hátrány hatását a
tehetségesek fejlődésére
· Módszereket dolgozzunk ki, amelyek differenciáltan azonosítják a
gyerekeknek a képességeket, és célirányos fejlesztést tesznek lehetővé.
· A fejlesztő pedagógusi munkát összekapcsoljuk a tananyagban való
haladással.
· A fejlesztésbe beépítjük a tananyagot, és a mindennapi oktatásba a
fejlesztést.
Phare program száma: HU-2002/000-315.01.05-02 és HU-2003/004-347-000-05-04
A projekt címe: „Lexia – e-tanulási tananyag az olvasási zavarok
enyhítésére”
·
Képességfelmérő tesztet dolgozunk ki
számítógépes és internetes felhasználásra
·
A teszt alapján jelzett képesség-struktúrának
megfelelően válogatható fejlesztő anyagot dolgozunk ki.
·
Kontrollvizsgálatok eredményein keresztül
elemezzük a fejlesztés hatását.
MTA Közoktatásfejlesztési Pályázat – Tanulási
környezet átalakítása, MTA-AVKF
· http://tanulas-kutatas.hu
Európai Uniós pályázatok
INCLUTECH EUROPE Erasmus+
program, 2015
Inclusion in
Europe through Knowledge and Technology
SupEFL Erasmus+ programme 2014-1-DE02-KA200-001093
Self-Help
in English as a Foreign Language for Learners with Specific Learning
Differences
RoboBraille Smart
Alternate Media HU-2013- Leo-PA-6117
Nemzetközi együttműködés a RoboBraille és hasonló
ingyenes rendszereknek a tanulásban való felhasználására.
LITERACY: Online Portal for E-learning and
Supporting Social Inclusion of People with Dyslexia.
Information
and Communication Technologies Collaborative Project
7th Framework
programme, Grant Agreement Number 288596
Nemzetközi együttműködésben a diszlexiások online
segítő portáljának kifejlesztése és hatékonyságának vizsgálata.
DysTEFL -
518466-LLP-1-2011-1-PL-COMENIUS-CMP
Dyslexia
for Teachers of English as a Foreign Language
EMBED – Leonardo Programme, 143756-HU-2008-KA4-KA4MP
coordinator
Embedding Dyslexia-Responsive
Practices in Lifelong Learning
The main objective of this project is to disseminate the lessons learn
through other EU projects as well as other related activities through synthesis
and proactive dissemination and integration into the mainstream by the key
players in the field.
In the course of the project, we shall identify the main concerns of
those working with the dyslexic individual, and match their needs to the
results of the various projects, thereby providing the tools they need to carry
out their jobs more effectively and support dyslexic individuals. Those
targeted include government departments, universities, disability officers,
supporting specialist and non-specialist NGOs, parents and dyslexics
themselves.
ISHEDS – 144878-TEMPUS-1-2008-1-UKTEMPUS-JPGR partner
Identification and Support in Higher
Education for Dyslexic Students
The project incorporates the
development of:
A) Guidelines for development of
dyslexia policies
B) Identification procedures,
including a self assessment tool
C) Report and recommendation with
respect to ICT
D) Training of support officers,
including e-learning
E) Self-support systems for dyslexic
students, including e-learning.
ICTBELL - Tempus n° 2008–1–ES1–LEO05–03179 ES/08/LLP-LdV/TOI/149020 partner
ICT based Business
English Language Learning for Adult Dyslexics
ADystrain – Leonardo Programme A/06/B/F/PP-158.327
·
A diszlexia kérdéskörének megismertetésére, a diszlexiások
helyzetét segítő kiadványokat készítünk.
·
Szakanyagokat fejlesztünk ki a diszlexiás
egyénekkel foglalkozók számára.
·
E-learning tanfolyamot dolgozunk ki a
diszlexiásokkal foglalkozóknak.
·
Folyamatos szakmai segítséget nyújtunk a kurzus
résztvevői, számára.
CallDysc – 229647 - CP -1-2006-1- HU – MINERVA – MPP
A projekt
címe: Collaborative Additional Language E-learning for dyslexic Pupils
Include – Leonardo Da Vinci Programme 2005-2007 [UK/05/B/F/PP-162_331]
E-learning diszlexiás
egyének azonosítására
Dystrain – 1099031-CP-1-2003-UK-MINERVA-M
A projekt címe: Teaching the dyslexic learner
using computers to learn
·
Anyagokat fejlesztünk ki a diszlexiás egyének
azonosítását célzó kurzusok számára.
·
Kísérleti tesztelésnek vetjük alá a kurzusokat.
·
Támogatjuk és felmérjük a kurzus résztvevőit,
beleértve műhelymunka megtartását, ha szükséges.
Minerva Projekt 101100-CP-1-2002-1-UK-MINERVA-M - A projekt címe:
Az információs technológia biztosítása és használata európai egyetemi hallgatók
részére
·
Beszámolunk a diszlexiás hallgató egyetemen belüli
támogatásáról, beleértve a kurzusokba bekerülése előtt álló akadályokat,
valamint különös tekintettel a számítógépekre és más segédtechnológiára.
·
Felmérést készítünk a hallgatókkal, hogy lássuk,
milyen segítséget kapnak.
·
Egy, a beszámoló eredményein alapuló kísérleti
projekt központja leszünk.
Nemzetközi kapcsolatok
Téma címe: Online portal and human interface for
dyslexics
Automatization and Personalization
of Assistive Technology Processes for users with Dyslexia
UNIVERSITAET WIEN, Ausztria
Téma címe: Online assessment for dyslexic adults
ANIMA SCAN LTD, Jerusalem, Israel
Téma címe: Learning English as Second Language for
Special Learner
University of Coimbra, Portugalia
Téma címe: Neurológiai eredetű teljesítmény zavarok
Babes-Bolyai Egyetem, Kolozsvár
Oktatás
Szegedi Egyetem Pszichológia Intézet:
szak pszichológusképzés
- Specifikus tanulási zavarok
Óbudai Egyetem mérnöktanár képzés:
- Személyes hatékonyság, kreativitás
-
Különleges nevelési igények
Óbudai Egyetem mentortanár képzés:
- Különleges nevelési igények
-
Tehetséggondozás
Eötvös Loránd Tudományegyetem PPK:
nevelés lélektani szakpszichológus képzés
- A tehetség pszichológiai kérdései
- Tanulási zavarok
Semmelweis Egyetem:
mentálhigiénés szakember képzés
- Készségfejlesztés és
önismeret
Eötvös Loránd Tudományegyetem PPK:
szakértő és szakvizsgás posztgraduális képzés
- A tehetség összetevői
- Kreativitás fejlesztése
- A pedagógus szerepe a tehetséggondozásban
- Tehetségfejlesztés
- Alulteljesítő tehetségek
Szegedi Egyetem Pszichológia tanszék:
graduális és posztgraduális pszichológusképzés
- Tehetségfejlesztés
- Specifikus tanulási zavarok
Haynal Imre Egészségtudományi Egyetem:
klinikai szakpszichológus képzés 1995-1998
- Teljesítménytesztek
Debreceni Egyetem Pszichológiai Intézete:
tehetséggondozói posztgraduális képzés
- Kreativitás
- Alulteljesítő tehetségek
Kossuth Lajos Tudományegyetem:
graduális képzés
- A tehetség fejlesztésének pszichológiai alapjai
Gyarmathy
É. (2014) A nem szunnyadó erő. A tehetség fogalmának átgondolása.
Neveléstudomány Online.
Title: The
never dormant power.
appearances of the gifted, motivation,
creativity, high abilities
To consider the giftedness to be
homogeneous and not to separate the methods proper for different talent
development can be the barrier of the provision. The fine elements of the
socio-cultural background have to be considered as well as the age and the form
of the giftedness should be differentiated, because they need very different
environment. Number of factors and their delicious coincidence has to be
detected as an additional step. The provision of the gifted can be truly
effective if it can rely on a credible scientific background. Even just
slightly false theories lead to wrong directions.
This study based on Hungarian and
international literature is to show the diversity of the talent, the
significance and role of its components, and to prove why the talent is not
dormant and hidden, but an active path-seeker.
Gyarmathy Éva, Renate Motschnig, Ján Struhár, Dominic
Hagelkruys, (2013) Diszlexiás fiatalok 21. századi lehetőségekkel. In
(Szerk) Tóth Péter: Empirikus kutatások a szakmai pedagógusképzésben. Kutatási
Füzetek X. 117-138.
dyslexic youth, creativity, ICT usage
Title: Dyslexic youth with 21th
century opportunities
In our study, we designed
questionnaires and interviews in order to find out about the needs of dyslexic
adolescents, young adults and adults that help their integration. The basis for
the relevance of the studies directed at issues important in vocational
education is the constantly increasing number of dyslexics, on the one hand,
and the opportunities offered by an international project, on the other hand.
Project Literacy is based on the above
approach. It builds on creativity, the strength of dyslexics, and uses a
significant component of today's culture, namely, info-communication as its
medium. Our study corroborated that creativity is very much present in the
self-reflection of dyslexics, and they would welcome such an opportunity to use
it. It also became clear that the use of info-communication tools presents no
problems, but the attitude of dyslexics toward online community self-help is
ambiguous. This particular service should therefore be heavily rethought.
The study, once again, established
that dyslexics do not need a protective, condescending and weakening
environment with waivers and exemptions. The short case descriptions
demonstrated some of the problems and coping / non-coping strategies which may
appear even within the bounds of a short questionnaire.
The social benefit from the
integration of dyslexics and the realization thereof no more belongs to the
future. A company in Birmingham is expressly looking for dyslexic employees,
because it sees added value in the creative thinking they bring into their
work.
Gyarmathy
É. (2010) Atipikus agy és a tehetség II. - Az átütő tehetség és a
tehetségvizsgálatok ma. Pszichológia. 30, 1, 31–41.
Title:
Atypical brain and the gifted II. - The profoundly gifted and recent studies of
gifted.
Keywords:
profoundly gifted, assessment, atypical brain
The ideal gifted of the 20th century is a gifted
person who is able to fit in, someone whose outstanding abilities and
creativity can be diagnosed with tests. Gift, however, is not measurable. There
an increasing amount of evidence that even thoroughly elaborated methods can
fail in the case of people with atypical cerebral structure, in the case of
exceptions, the idiosyncratic minority, the number of whom is increasing, and
of whom many can be able of outstanding achievements. The first and foremost
stumbling-block in the diagnosis of giftedness is creativity. Creative power
essentially resists identification. Something is creative by the very fact that
it transcends the existent. Creative people appear as a disorder in most cases.
The unbalanced profile of abilities and the manifestation of an idiosyncratic
personality, characteristic of the exceptionally gifted, render traditional
assessment methods unreliable and unsuitable for identifying the gifted.
Gyarmathy
É. (2010) A tehetséggondozás pszichológiája. Magyar Pszichológiai Szemle, 65.
2. 221-232.
Title:
Psychological issues in the provision for the gifted
Keywords:
provision of the gifted, tests of the intelligence, psychiatric diagnosis,
creativity
Gift is not simply about exceptional abilities, but
crucially involves a special kind of approach and attitude, the basis of which
lies in a nervous system allowing for unusual modes of perception and ways of
reaction that pave the way to outstanding achievements. This is a deviation
that is often annoying for the society and may thus give rise to problems of
integration. As a consequence, it is generally the „average gifted” that can be
identified as gifted — those who have exceptional abilities and differ from the
average only to an extent still tolerated by their environment. Regular
procedures — whether assessments, teaching methods or socializing effects—are
less effective in the case of truly ingenious thinkers, because these
procedures are all fitted for the average or near average.
Torrisi,
G, Gyarmathy E. (2010 ) The new disabilities of ICT. ICT for Languge Learning.
International Conference. Pixel. http://www.pixel-online.net/ICT4LL2010/common/download/Proceedings_pdf/IBL15-Torrisi,Gyarme.pdf
Keywords:
ICT, dyslexia, disadvantage
Any
new technology brings with it a new power for those who can use it, and a new
disability
for those who cannot. Once the use of telephones became a standard procedure,
people who could not use it acquired a new disability. The same applies to any
new technology. Since most of the social web relies on written words, people
affected by dyslexia will experience a new stronger disability as the use of
web 2.0 widens. The more people take for granted the use of the social and
semantic web, the more their expectation will grow regarding the normality of
its use. Those who cannot use it properly will be excluded. As ICT extends its
reach beyond our own language borders, it births a hindrance. This impediment
takes the form of an additional disability for people with impaired abilities
learning second languages, especially English.
Gyarmathy É. (2009) Atipikus agy és a tehetség I. -
Tehetség és a neurológia hátterű teljesítményzavarok valamint az Asperger
szindróma. Pszichológia.
Title: Atypical brain and the
gifted I. Giftedness and the neurologically based achievement disorders and the
Asperger syndrome
Special cognitive structure, persistent and
obsessive practice, commitment and a lack of social skills are all phenomena
often mentioned in connection with people of outstanding giftedness. In most
cases, these arise as a result of a cerebral structure that differs
significantly from the usual.
Among the specially gifted, atypical cerebral
structure is more the rule than the exception. It is not only the highly
intelligent who display special cerebral structure; many of the great creators,
irrespective of their level of intelligence, show atypical cerebral structure,
which is usually associated with some kind of dysfunction.
Gyarmathy
É. (2009) Atipikus agy és a tehetség II. - Az átütő tehetség és a
tehetségvizsgálatok ma. Pszichológia.
Title:
Atypical brain and the gifted II. - The profoundly gifted and recent studies of
gifted.
The giftedness ideal of the 20th century is a gifted person who
is able to fit in, someone whose outstanding abilities and creativity can be
diagnosed with tests. Giftedness, however, is not measurable. There an
increasing amount of evidence that even thoroughly elaborated methods can fail
in the case of people with atypical cerebral structure, in the case of
exceptions, the idiosyncratic minority, the number of whom is increasing, and
of whom many can be able of outstanding achievements.
The first and foremost stumbling-block in the diagnosis of giftedness is
creativity. Creative power essentially resists identification. Something is
creative by the very fact that it transcends the existent. Creative people
appear as a disorder in most cases. The unbalanced profile of abilities and the
manifestation of an idiosyncratic personality, characteristic of the
exceptionally gifted, render traditional assessment methods unreliable and
unsuitable for identifying the gifted.
Gyarmathy É. (2009) Kognitív Profil Teszt. Iskolakultúra
3-4.
Title:
Cognitive Profile Test
The Cognitive Profile Test gives
a differentiated map of the abilities that are crucial in the school
achievement. The advantage of the test is that it is relatively short. It
doesn't need a psychologist. Trained teachers can use it effectively.
Almost all the tasks can be used
in all ages, even for adults. That way it is possible to follow the changes of
the abilities.
Most of the tasks could be formed
to an internet based online test which gives an easy collection of the data. In
our research we examined the correlations of the results gained by traditional
paper-pencil testing and internet based testing. We examined how the ICT skills
and the less writing influence the test results.
Gyarmathy
É. (2007) Diszlexia. Specifikus tanítási zavar. Lélekben Otthon Kiadó, Budapest.
Title:
Dyslexia. Specific Teaching Difficulties
The
aim of the book is to present an approach and some essential information that renders
it possible to prevent and effectively deal with the syndrome called dyslexia.
The
„traditional learning disability” part of the book provides a historical
overview of this topic and an outline of this syndrome. The reader is
introduced to the syndrome, which has been known for centuries by
professionals, and which is receiving more and more attention. In the second
part of the book, an alternative approach to the development and treatment of
dyslexia is presented. There is a large emphasize on the role of environmental
factors. The disability is regarded as a function of changing external factors.
This approach implies that manipulating environmental factors can substantially
influence the problem of dyslexia. In the third part, I review efficient solutions
to prevention and to treat the development of partial skills, while the fourth
part is dedicated to school skills. Both parts focus on methods of treating and
particularly of preventing dyslexia through everyday activities. The last part
is about techniques that can make life easier for dyslexics in the adulthood.
Gyarmathy É. (2007) A tehetség – Háttere és gondozásának
gyakorlata. ELTE Kiadó, Budapest.
Title: Giftedness – Background and practice
The
book is on the theory and practice of the provision of the gifted. It leads the
reader through the background of the way to high achievements. It starts with
the characteristics of the gifted person from the infant to the adult. There is
an overview on the recent provision of the gifted, and some possibilities are
shown to improve and to broaden the thinking and practice of the everyday
provision of the gifted. The main body of the book is to show the definition,
role and training possibilities of the ability part of giftedness: creativity
and problem solving. Trainings to develop abilities are reviewed for the
practice. There are new ways that can give new solutions for the provision of
the gifted. These new ways are analyzed. The last chapter of the book is to
show and analyze the role of the personal factor. Parents, teachers, peers and
other important others are in the background of the high achievements. The
mentorship is a kind of mixture of these roles. The experiences on the personal
connection, social the background of the gifted is summarized. The book has
been prepared for anybody interested in the topic. However mainly specialists,
students and PhD candidates can benefit by it.
Gyarmathy É. (2006) A
tehetség – fogalma, összetevői, típusai, azonosítása. ELTE Kiadó,
Budapest.
Title:
Giftedness – concept, components, types, identification
The
book is to draw a wide picture on the topic of giftedness. It is a processing
of the literature. The first chapter is on the concept of giftedness. The
second one deals with the inner components, intelligence, creativity and
motivation. The next chapter is on the types of giftedness. There is a chapter
on the accentuated areas of giftedness, like art, music, math, linguistic,
sport and social-leader giftedness. The last chapter is an introduction to the
identification of the gifted persons.
The
book has been prepared for anybody interested in the topic. However mainly
specialists, students and PhD candidates can benefit by it.
Gyarmathy
É. (2004) Research on Dyslexia in Hungarian. (Ed) Smythe, I., Everatt, J. and
Salter, R.: International Book of Dyslexia. A cross language comparision and
practice guide. John Wiley & Sons, London. 123-132
The study deals with the results of the research on dyslexia in Hungary.
Firstly Hungarian language has been analyzed from the aspect of dyslexia.
Hungarian is a rather transparent however agglutinative language. Thus on one
hand it is easy for dyslexics to learn to read in Hungarian, on the other hand
it is difficult considering the very long words that have to be analyzed. Many
research have been conducted to study reading errors to understand different
types of dyslexia. There are special reading and spelling errors that are
characteristic in Hungarian language beside those errors that are common in
many languages.
Beyond the language specific results on dyslexia more recent research
areas has been mentioned, like cognitive processing, morphological and
psychophysiological issues.
Gyarmathy É. & Vassné Kovács E. (2004) Dyslexia in Hungary. (Ed)
Smythe, I., Everatt, J. and Salter, R.: International Book of Dyslexia. A guide
to practice and resources. John Wiley & Sons, London. 116-121.
The paper has been
demonstrated the different types and levels of treatment of dyslexia in
Hungary. The practical approach of dyslexia has been put forward. Prevention,
therapy, issues of integration, teacher training and laws in Hungary has been
reviewed and analyzed. Some new perspectives have been described, too.
Gyarmathy
É. (2002) IQ és tehetség. Pszichológiai Szemle Könyvtára 5. Akadémiai Kiadó,
Budapest. 127-154.
Title:
IQ and Giftedness
The
study deals with the conception of giftedness in connection and relation to the
intelligence and the IQ. Firstly the definition of intelligence, then its
connection to the giftedness and creativity is examined. The models of
giftedness are analyzed with considerable emphasis on the role of intelligence
in the different approaches. Afterwards the measure of mental abilities is
discussed briefly, and the role of the IQ in the identification of giftedness
and other possible methods are described.
The study deals with some irregular and underachiever
gifted groups, because the special cases may bring new aspects in the
understanding of exceptional mental achievements. The results of research
studies prove that the giftedness is not simply the complex entirety of the
abilities, but specific group of behaviours.
In the
last part of the study as an illustration of the complex connections of the IQ
and giftedness the abilities of highly able persons with specific learning
difficulties and of child prodigies, plus the savant syndrome are analyzed.
Keywords:
high ability, intelligence, IQ
Gyarmathy
É. (2002) Alulteljesítő tehetségesek. Az általánostól a különösig.
Pszichológia különszáma, Gondolat, Budapest. 251-275.
Title: Underachiever gifted
This study describes the problem of the
underachievement in gifted persons. It is an overview of the results of the
author’s last years’ research.
According to the recent view on this population there
are more different groups of the underachiever gifted persons. The young
children hardly get special provision. Because of the social preconceptions
highly able girls are less recognized as gifted than boys. Thus they receive
less help and reinforcement, so they miss these important supports. Gifted
children of national minorities and those socially disadvantaged are
underrepresented in the programmes designed to gifted children. The main reason
of their underachievement is their rather parallel, holistic information
processing. Similarly gifted children with specific learning difficulties are
more effective when stimuli are given simultaneously. Thus these populations
are disadvantaged in the school, where analytic, step-by step, sequential
processing is the leading approach applied in teaching and learning.
After examining many children with specific learning
difficulties a particular profile of giftedness and specific learning
difficulties can be separated based on the the Hungarian version of WISC-R
subtests. Thus this test can be a useful tool in the assessment of these
children.
A rarely mentioned reason of the underachievement is
the lack of a significant person in these children’s life. Usually an important
person can be found in the background of every gifted. The interviews with
parents shed light on those factors that support the development, as well as on
the possible consequences of the catalyzing person, especially when this person
is missing from the life of a highly able child.
Keywords: underachievement, high abilities,
assessment, provision
Smythe,
I, Gyarmathy É. & Everatt, J. (2002) Olvasási zavarok különböző
nyelveken: egy nyelvközi kutatás elméleti és gyakorlati kérdései. Pszichológia,
(22), 4, 387-406.
Reading difficulties on different languages:
theoretical and practical issues of a cross-linguistic study
In this article we introduce the first phase of an
international cross linguistic study, currently in progress in many countries,
designed to examine the manifestation of dyslexia indifferent languages and
scripts.
In this introductory study we discuss the main
questions issues of our theory. These include: an international overview of the
definitional issues in dyslexia, the identification of dyslexia, application of
appropriate criteria, development of the methodology to use in this
international research.
On the basis of these points we devise the starting
points and main hypotheses:
1) There is a core of common cognitive factors that
should be assessed in dyslexic individuals in order to understand their
difficulties, irrespective of language or script. These must include measures
of : phonological awareness, auditory short term memory, visual short term
memory, rate of processing, lexical access.
2) The relative importance of these components in
dyslexia will vary in accordance with the demands of the different
orthographies and scripts.
In order to assess these hypotheses, a battery of
tests was developed and adapted to different languages and scripts to identify
and compare the cognitive deficits associated with reading and spelling
difficulties either in monolingual or in multilingual contexts.
In the last part of the article we give a brief
presentation of the initial results, which form the basis of further
investigations.
Gyarmathy É. (2001) Special Persons in the Early Years
of Gifted Children. Mentors and some of their effects. Educating Able Children,
Volume 5, May. 13-18.
Special effects, which may help or at least influence
the development of giftedness is analyzed through statistical data and case
studies in this article. Not only the traits of positively nurturing
background, but all effects that play important role in the development is part
of the study.
Results show, that children's mental abilities
measured by Raven Test developed differently in normal and high ability groups.
Social-economical factors played more important role in the development of the
high ability group than in the normal population. At the abler children poor
educational environment led to a larger decrease in intelligence test scores compared
to average children.
In almost every interview some special effects what
could be essential in the further development can be found. There are special
effects, illness or disabilities, what cause different, but very strong
influence on the later achievement. It is demonstrated in the pair-matched case
studies how some of the children could develop their abilities in spite of the
serious problems and rather gain from their disadvantages. The role of an
"important other" seems to be crucial. The social-cultural background
seems to determine the possibilities in the most cases.
Keywords: gifted, environmental effects, development
Gyarmathy É. (2001) A képzőművészeti, zenei és
matematikai tehetség pszichológiai vonatkozásai. Erdélyi Pszichológiai Szemle,
2001,2,2: 37-65.
Psychological aspects of talents in art, music and
mathematics
The article provides an overview of the references in
three areas of giftedness. The characteristics, development, identificational
and developmental possibilities of talents in art, music and mathematics is
analyzed. The environmental effects and some special aspects of the areas, such
as savant syndrome and its connection to the giftedness shows a broad view of
these specific talents.
Keywords: giftedness, art, music, mathematics
Gyarmathy É. (2001) A tehetségről. Arany János
Tehetséggondozó Program, Miskolc.
About giftedness
The book is an overview of the references on
giftedness. The history of the approach and the models on the giftedness is
described in the first chapter. The next chapter shows the different typology
of giftedness. There is a chapter on some main inner components of giftedness,
like intelligence, creativity and motivation. The characteristics and
development of special talents in art, music, mathematics and social areas is
analyzed through the references in a chapter. The last chapter shows the
difficulties and possibilities of the identification of giftedness. The book is
for specialists interested in giftedness and/or studying and practicing gifted
provision.
Keywords: gifted, overview
Gyarmathy É. (2001) Projektkönyv. Tehetséggondozó
projektek készítése és használata. Arany János Tehetséggondozó Program,
Miskolc.
Project book - Creating and using projects in the
provision of the gifted
The book is for specialists interested in giftedness
and/or studying and practicing gifted provision. After the overview of the
relevant references the book gives a description of the possible ways of gifted
provision and the project method. The second part of the book provides a step
by step guide to creating and using projects in the gifted provision. The third
part of the book consists of project created by teachers and trainee teacher
students. The projects are set in catalogue to help users to find appropriate
material for the everyday teaching or enrichment programmes.
Keywords: gifted, project, provision
Gyarmathy É. (2001) Gondolattérkép. TaníTani, 18-19.
108-115. old.
Mind Map
The Mind Map method is described in this article.
There is a brief introduction to the creating and using the method, and some
areas where the method is especially useful, such as the teaching of children
with specific learning difficulties or low socio-economical background.
Keywords: Mind Map, underachievement, specific
learning difficulties
Gyarmathy É. (2001) A tehetséggondozás szerepe egy
változó értékrendű társadalomban. In (szerk.) Tordai A. és Zádor E.: Az
iskola, mint az esélyteremtés, felemelkedés eszköze. OM. 243-250.
Role of the provision of the gifted in a society with
changing values
There are more and more underachievers not only among
the gifted population, but in the overall student population The effects of the
value changes of students in the last decade are analyzed in this chapter. The
results show that the value of the hard work decreased dramatically, while the
intellectual values are relatively stable. These phenomena have a significant
effect on the gifted provision. The high level achievement requires not only
high abilities, but persistent hard work, much motivation and commitment. The
direction of values changes doesn’t support the highly able children to
dedicate their time to long lasting and tiring study.
Keywords: gifted, underachievement, values
Gyarmathy É. (2000) Holistic learners. Identifying
gifted children with learning disabilities. An experimental perspective. In.
Ed. Montgomery, D.: Able Underachievers. Whurr Publishers, London 76-88.
Almost 300 children were examined who are poor in some
basic abilities, but have an exceptional intellectual and creative potential.
Their irregular information processing which may differentiate this group from
the average learning disabled and from gifted children without learning
disabilities were analyzed.
The findings show a strong tendency to prove the
assumption, that LD children use a different approach in their information
processes, and this approach can be very effective in creative work. Tasks
based on that differentiation might identify highly able learning-disabled
children, and give a way also to their education.
Keywords: gifted, learning disability, identification,
information processing
Gyarmathy É. (2000) Tanulási zavarok, átlagon felüli
intelligencia és a MAWI-GY. Pszichológia (20) 3. 243-270.
Specific learning difficulties, high intelligence and
the revised Hungarian version of HAWIK
After an overview on the nature of the special
learning difficulties the revised Hungarian version of the HAWIK (WISC) and its
subtests are analyzed from the perspective of measuring abilities of children
with special learning difficulties in this study. The disability is hardly
identificable when highly intelligent children with specific learning
disabilities are examined. They can compensate their lacks, but in some tasks
the disability hinders them, thus also their high potential is covered. However
there are some cues, that we can use in the Wechsler IQ tests to identify the
disabilites and high intelligence. The Digit Span and often the Arithmetic results
are poor. Especially when the series of number in reversed order have to be
repeated these children show a very low ability. Meanwhile they are bright in
other subtests like Similarities and often in Picture Arrangement. Some case
studies are shown to demonstrate the ways the children react on the different
test situations, and the ways the methods can be used for getting appropreate
picture of the child's ability.
Keywords: Wechsler's Scales, high abilities, special
learning difficulties, identification
Gyarmathy É. & Ian Smythe (2000) Többnyelvűség
és olvasási zavarok. Erdélyi Pszichológiai Szemle, December. 63-76.
Multilingualism and dyslexia
There is little material available for the effective
assessment and teaching provision for the multilingual dyslexic individual. The
purpose of this article is to explore and understand the specific needs of this
client group. The task of assessing a multilingual individual is both complex
and challenging. However, with an appropriate framework, it is possible to
determine many of the key areas of difficulty, and build an appropriate
teaching and support programme, similar to that one would use with the
monolingual dyslexic.
It is possible that some languages can be so different
that the same underlying cognitive processing abilities may lead to different
problems in different languages and scripts. For this reason it is more
thorough, where possible, to assess in both languages. Further research will
involve development of a model to improve the understanding of dyslexia in
different languages. Cross cultural studies started in the UK to acknowledge
similarities and differences between language contexts, and to receive a deeper
insight in the linguistic abilities of multilingual dyslexics. Similar research
work is now planned with Rumanian-Hungarian and Slovakian-Hungarian bilingual
individuals.
Keywords: multilingualism, dyslexia, languages,
assessing
Gyarmathy É. (1999) Pszichológiai szempontok az iskolai
képességfejlesztésben. Új Pedagógiai Szemle XLIX. Évfolyam, 12. 27-31.
Psychological considerations in the improvement of the
abilities in the school
The article is an answer to the question about the
Hungarian education. The factual knowledge centrical school can’t give
long-term solution to the challenges caused by the changes. The facts alone
don’t provide enough base for the next generation to solve problems. The fast
changes require flexibly movable knowledge, abilities to learn new abilities.
Thus school should teach to learn and to choose from the many possibilities.
The other challenge for the schools is the changed student population. There
are less average children, more very bright and dull. The polarization in the
society changed the abilities of the children. Children from wealthy families
have much more sources to develop, meanwhile children from low-income families
lag behind. School can’t help either extremity. Similarly the education could
not answer to the problem of the increased number learning disabled children.
More and more children are rated not teachable. Private schools shoulder some
of these children, but there isn’t an overall solution to this problem. Changes
in the educational administration, changes in the mind of the governors should
be the first step in the renewing of the instruction, otherwise as many times
before, reforms could not alter basically the Hungarian schools.
Keywords: school instruction, gifted, specific
learning difficulties, educational methods
Gyarmathy É. (1998) Tehetség és a tanulási zavarokkal
küzdő kiemelkedő képességű gyerekek. Magyar Pedagógia, 2. szám,
135-153.
Giftedness and children with specific learning
difficulties
Despite of the theories’ expectance of the various
forms of appearance of giftedness, there are very few tools to realize the
identification and promotion of the irregular gifted people in the everyday
practice.
Disadvantages arisen from external, environmental or
internal, individual reasons may hinder the appearance of the potential before
it could even start to develop. If the identification don’t occur, those who
belong to the special groups of gifted individuals are deprived even of the
support which the appreciation of the abilities might provide.
Identification of learning-disabled children is
difficult from more reasons. Their structure of abilities is unbalanced.
Measuring these abilities by different methods we might get entirely different
results according to the functions that are emphasized at the given tools.
Combination of methods, long lasting observation and appropriate challenging
tasks may better the effectiveness of recognition. Nevertheless test like
methods which are suitable to identify high abilities despite the deficits are
needed.
However a great leap forward is possible merely when
those who deal with the topic, teachers, psychologists and other experts will
accept the great variety of giftedness, unrecognized even the learning disabled
gifted children’s possibilities and needs.
Keywords: gifted, learning disability, identification
Gyarmathy É. (1998) Tanulási zavarok szindróma a
szakirodalomban. Új Pedagógiai Szemle, XLVIII. évf. 1998/10. 59-68.
Specific learning difficulties – an overview of the
literature
The article gives a survey of the international
literature on specific learning difficulties. The changes in definitions are
followed, different trends of theories like neuropsychological, perception and
perceptuomotor, psycholinguistic and behaviourist theories are described.
The main trends of identification methods, as well as
the different groups and types of specific learning difficulties show that the
syndrome has many roots and appearance. Specific learning difficulties can’t be
considered as a homogeneous phenomenon, and its therapy has to fit to the given
symptoms.
Keywords: specific learning difficulties,
identification, survey of the literature
Gyarmathy É. (1998) Tanulási zavarok azonosítása és
kezelése az óvodában és az iskolában. Új Pedagógiai Szemle, XLVIII. évf.
1998/11. 68-76
Early identification and remediation of specific
learning difficulties
The paper describes a complex material to prepare
nursery teachers for treating specific learning difficulties in the everyday
practice.
The material consists of four parts. In the first,
rather theoretical part teachers get acquainted with the syndrome - origin,
causes, symptoms and remediation possibilities. The second part is a preparing
part. Teachers get practical information how to identify deficits, even if they
are hardly recognizable. They get to know also the simple activities children
need to develop their basic abilities for school-work. They learn the basic
rules of the small group training, too. There is a collection of exercises and
games in the third part of the material. It is to start everyday developmental
work. Teachers learn to use them, and also to collect or create more elements
to the collection. The basic elements of the collection are grouped according
to the abilities they are intended to develop. The fourth part is very similar
to the previous, but instead of games and exercises there is a collection of
paper-pencil tasks, called puzzles.
Keywords: specific learning difficulties,
identification, treatment
Gyarmathy É. (1998) A tanulási zavarok terápiája. Új
Pedagógiai Szemle, XLVIII. évf. 1998/12. 75-87.
Therapy of the specific learning difficulties
The main characteristic of this material is its
flexibility. Teachers can identify the deficits and competently form and collect
the tasks according to the children's ability. The complexity of tasks provides
a wide developmental material. Games can be used as training from the beginning
of the nursery years, and the gradually more and more used paper-pencil tasks
prepare the child for the school-work, too.
The collection is divided to three main parts, and
each part is subdivided to three further parts. There are motor tasks (body
scheme, balance spatial orientation), perceptional tasks (visual, auditory and
tactile perception) and sequential tasks (sequences in the space, time and
verbal ability) for the trainings. The training of the sequential information
processing is still very rare in the developmental programs, although its
importance is already known. In my research work I found the deviant
information processing of LD children important. They use parallel processes
even in older age, when the successive processes should work at least equally
efficiently. The stressed sequential training can help children to acquire the
information process that is more efficient in the school-success.
Keywords: specific learning
difficulties, parallel processes, therapy