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%. A 从国际范围上讲，“天赋”更多地由一种叫做IQ 测试的综合智力测试来决定，这一测试通常取分界点之上大概2%~5% 的数据。 Children's educational environment contributes to the IQ score and the way intelligence is used. 孩子的教育环境会影响他们的IQ 分值，连同他们使用自己智商的方式也会受到影响。 For example, a very close positive relationship was found when children's IQ scores were compared with their home educational provision (Freeman, 2010). 例如，研究发现，IQ 分值同孩子们在家里接受的家庭教育之间存在着非常紧密的关联（Freeman,。 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. 孩子的IQ 分值越高，尤其是超过130 分的孩子，通常来自家庭的教育支持就越多，我们对于家庭教育的衡量方式可以是孩子同家长的语言互动，家里的书籍和家庭活动的数量等。 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. 由于孩子的信息输入明显会影响IQ 测试的结果，所以这些测试在一定程度上是基于年龄段的对被试者现有成就的一种检测手段，也就是说，测试的其实是孩子们对于已学知识以及测试过程中的诀窍的掌握程度。 The vocabulary aspect, for example, is dependent on having heard those words. 例如，一个孩子的词汇量，其实取决于他对听过的词汇的语言输入。 But IQ tests can neither identify the processes of learning and thinking nor predict creativity. 但是IQ 测试没有办法识别孩子的学习和思考过程，更不能预测孩子的创造能力。

B Excellence does not emerge without appropriate help. B 如果没有适当的帮助，也无法成就一名卓越的孩子。 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. 为了在某一领域达到登峰造极的程度，孩子们需要科学的学习方式，包括学习资料以及专注的有挑战性的辅导——当然还得有不断鼓励孩子们追寻梦想的精神食粮。 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. 高智商的孩子的思维方式与较为平庸或者年长的孩子相比存在着本质上的区别，而对于后者来说，教师的外部监管通常可以弥补他们自我控制的不足。 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. 为了实现孩子们自我控制的最优化，每个孩子都会得到相应的帮助，以期帮助他们找到属于自己的学习方法，这种方法被称作元认知，它包括对学习任务的规划、监测、评估和选择。 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. 情感意识也是元认知的一部分，这样教师就能帮助孩子们在学习的某个领域关注到他们的情感、好奇心和自信心。

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. C 取得高成就的人通常会比成就低的人更频繁、更有效地使用自我管理式的学习策略，并且他们也能更好地将这些策略转换成处理新任务的能力。 This happens to such a high degree in some children that they appear to be demonstrating talent in particular areas. 而这种情况在某些孩子身上会特别明显，所以他们就会倾向于在某些特殊的领域显示出异常的天赋。 Overviewing research on the thinking process of highly able children, (Shore and Kanevsky, 1993) put the instructor% problem succinctly: 'If they [the gifted] merely think more quickly, then we need only teach more quickly. 纵观各项关于高智商儿童的思维方式的研究，就能简明扼要地为教师们体现出这样一种现象：如果他们（有天赋的孩子）的思考的速度加快了，我们就需要教得更快； If they merely make fewer errors, then we can shorten the practice'. 如果他们的错误减少了，我们就可以缩减练习量(Shore and Kanevsky，1993)。 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. 但是实际情况当然不完全如此。为了考虑到个体思维方式的差异，我们需要在学习方法和教学上进行适当的调整。

D Yet in order to learn by themselves, the gifted do need some support from their teachers. D 然而为了可以实现完全自学，有天赋的孩子们仍需要教师们的支持。 Conversely, teachers who have a tendency to 'overdirect' can diminish their gifted pupils' learning autonomy. 相反，如果一位教师指导过度，也可能会打消有天赋的学生的自主学习能力。 Although #spoon-feeding, can produce extremely high examination results, these are not always followed by equally impressive life successes. 尽管填鸭式的教学会让孩子们取得相当高的考试成绩，但成绩好并不意味着他们就一定会在生活中取得成功。 Too much dependence on the teacher risks loss of autonomy and motivation to discover. 太过于依赖教师有可能使孩子们丧失独立自主的能力和探索发现的动力。 However, when teachers help pupils to reflect on their own learning and thinking activities, they increase their pupils' self-regulation. 但是，当教师能够帮助学生反思他们自身的学习和思考活动，孩子们的自我控制力就会得到加强。 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. 对于一名年少的孩子来说，可能只是一个简单的问题“你今天都学了什么？”就可以帮助他们认识到他们正在做些什么。 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. 教育的根本目的是要将对学习过程的掌控从教师转移到学生，知道这一点后，从学校教育的角度，其主要的成果就应该是提高孩子们的学习能力，尤其是那些很有能力的孩子。 There are quite a number of new methods which can help, such as child-initiated learning, ability-peer tutoring, etc. 现在有很多新型的教学方法可以帮助学生，例如由孩子主动发起的学习、同孩子自身能力相匹配的辅导等。 Such practices have been found to be particularly useful for bright children from deprived areas. 这些方法对于在某些教育缺乏地区的聪明的孩子尤其有效。

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). E 但是科学进步不能仅凭理论，孩子自身的知识体系对于其卓越表现也很关键：那些对于某一领域的了解非常广博的孩子，往往比不了解的孩子能取得更高的成就(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. 以Simonton 为代表的有创造力的科学家们所做的研究表明，在一个较高的水平上，因为在学习和练习的过程中需要投入大量的时间和精力，独立的性格相比智商而言会把孩子们带到一个极高的专业水准。 Creativity in all forms can be seen as expertise mixed with a high level of motivation (Weisberg, 1993). 无论何种类型的创造力，都是一种能同强烈动机混在一起的技能(Weisberg, 1993)。

F To sum up, learning is affected by emotions of both the individual and significant others. F 总而言之，学习是由个人以及很多其他重要的人的情感共同起作用的结果。 Positive emotions facilitate the creative aspects of learning and negative emotions inhibit it. 积极的情感会催生有创造力的学习，而消极的情感会对此有抑制。 Fear, for example, can limit the development of curiosity, which is a strong force in scientific advance, because it motivates problem-solving behaviour. 例如，恐惧感就会限制孩子们好奇心的发展，而好奇心是科学进步中强有力的生力军，因为它能激发解决问题的潜能。 In Boekaerts’ (1991) review of emotion in the learning of very high IQ and highly achieving children, she found emotional forces in harness. Boekaerts 提出，情感在IQ 高和优秀的孩子身上均有影响，她在孩子们的控制欲中发现了情感的力量（Boekaerts,。 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. 孩子们不仅仅只是好奇，他们还有别的强烈的欲望，比如想要操控周边环境、提高他们的学习效能以及完善他们现有的学习资源。