What's New at the Center?

  • “Everyone has a gift for something, even if it is the gift of being a good friend.” This pearl of wisdom was written by opera singer, Marian Anderson.

  • Linda Kreger Silverman

  • There is a thin line between anxiety being a normal byproduct of their often perfectionist drives or becoming something that is detrimental to their overall health and well being.

  • I have never been a football fan. In fact, when a famous Denver Bronco player came into our office to have his children tested, I had no idea who he was. I only knew that he was big. He seemed to take up the entire room. I wouldn’t be surprised if he had to duck to get in the front door.

  • What is overexcitability (OE)? Is there empirical evidence that gifted children and adults have greater OE? Does OE portray gifted children as emotionally needy and peculiar? Why is the concept controversial? Can we distinguish OE from AD/HD, sensory processing disorder, and other issues? How... read more

  • Socrates, the founder of the inductive method (Watson, 1978), was a master at analytical reasoning. Plato, his student, believed in the reality of abstract Forms perceivable only through "the mind's eye," and imperfectly represented in everyday life (Plato's Republic, Jowett trans., 1871/1944, p... read more

  • The auditory-sequential thinker is profoundly influenced by time and is less aware of space; the spatial thinker is preoccupied with space at the expense of time. Time is important in school—being on time, taking timed tests, turning in work on time, finishing activities in a timely fashion, and... read more

  • 1. “I’m Going on a Picnic.” Play games that involve auditory memory, such as “I’m Going on a Picnic.” The first person says, “I’m going on a picnic, and I’m going to bring an ___________” (e.g., apple, armadillo, albatross, etc.—anything that begins with “a.”) The second person repeats what the... read more

  • 1. Write the spelling word in large print in bright colored ink on a card.
    2. Hold the card at arm’s length.
    3. Study word, then close your eyes and picture the word in your mind.
    4. Do something wild to the word in your imagination.
    5. Place word somewhere in space (in... read more

  • Kids seem to come in two basic designs: some are good at school and some are good at creating. There are also some who are good at both, and everybody can become better at one or the other. Those who are good at school can become better at creating, and those who are good at creating can become... read more

  • We all have two halves to our Selves, just as we have two halves of our bodies. We are both “right-brained” and “left-brained,” masculine and feminine, introvert and extravert, conscious and unconscious—the yin/yang of human experience. We tend to identify with one half of each polarity, and the... read more

  • Analysis of psychometric patterns and clinical observations led to the development of the visual-spatial construct in 1982. The paper, “The Visual- Spatial Learner” received positive responses from clients and from students at the University of Denver and North Carolina State University. In July... read more

  • In our case files, we have dozens of children who show superior grasp of mathematical relations, but inferior abilities in mathematical computation. These children consistently see themselves as poor in mathematics and most hate math. This situation is terribly unfortunate, since their visual-... read more

  • Visual-spatial children master reading in a different manner from auditory- sequential children. Some VSLs have a difficult time learning to read, while others seem to magically absorb the entire process before they enter school. Perhaps the key here is “before they enter school.” Methods used... read more

  • 1. Use humor whenever possible: Humor gets the right hemisphere into the act.
    2. Present it visually. Use overheads. Draw pictures. Show them—don’t just tell them. Have them picture it.
    3. Use computers. Computers show rather than tell. They teach visually with no time limits.