Exploring Asynchrony as a theoretical framework for understanding giftedness: A case of cognitive dissonance

Julia Andronaco, Rosalyn Shute, Angus McLachlan

    Research output: Contribution to journalArticle

    Abstract

    Asynchrony is a theoretical construct that views the intellectually gifted child as inherently vulnerable because of disparities arising from the mismatch between his or her chronological age and mental age. Such disparities, for example, between wanting to belong but being intellectually out of step with peers, are said to give rise to a psychological experience of discomfort or tension and to impact upon developing self-concept. Though the theory has been little subjected to empirical research, it does bear strong similarities to the well-established, but broader-based, psychological theory of cognitive dissonance. This article develops a model of asynchrony as a particular case of cognitive dissonance. As such, it may assist understanding of some children’s experiences of giftedness, though more research is needed to examine this theory.

    Original languageEnglish
    Pages (from-to)264-272
    Number of pages9
    JournalRoeper Review
    Volume36
    Issue number4
    DOIs
    Publication statusPublished - 2014

    Fingerprint Dive into the research topics of 'Exploring Asynchrony as a theoretical framework for understanding giftedness: A case of cognitive dissonance'. Together they form a unique fingerprint.

  • Cite this