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creativity, identity formation, and career choice come together in the late teens or early twenties for most people / the two samples of exceptionally gifted boys in math/science or with exceptionally high IQs . . . whom I have been following longitudinally during the past 12 years are not exceptions / a sizable number . . . in each sample had made educational or career choices that differed from those mentioned and expected of them years earlier and from those made by the majority of boys in their particular sample / these subjects I discuss as "crossovers" to highlight the fact that they have moved from the career plans determined earlier . . . in the study giftedness, education, and the achievement of eminence dangers and impediments: family and culture (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)
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The heart of the chapter is about 2 mathematicians—G. H. Hardy (1877–1947) and Srinivasa Ramanujan (1887–1929)—who alone and in collaboration did important work during the first quarter of this century. The comparison between them makes it possible to look for differences between people who are gifted, talented and make great professional achievements, and those rare self-launched people who defy our definitions and well-worked out assumptions, people who from their earliest years appear so tailor-made for their lives that we need to find other explanations for them. Throughout the chapter, I ask if the comparison between these two men might help us to identify gifted children and assist them in maximizing their potential. In this chapter, I try to show why creativity is a special and relatively rare type of behaviour. It is a way of thinking about problems, and in the broadest sense about oneself. Throughout the development of creativity, there is much exploration of deeply-held values, ideals, and what one can expect of oneself in life. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: chapter)
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[reports on] two matched grown-up samples . . . [of] gifted children: 100 of the more successful men and 100 of the least successful men, all with exceptionally high IQs / findings highlight how both groups experienced very different home environments when they were growing up and the consequences / several of the main influences in their differing degrees of success were the amount of schooling for both of their parents, the occupational status of fathers, [and] the incidence of parental death and divorce (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)
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discuss the types of experiences and interpersonal relationships necessary for the achievement of eminence and trace the developmental paths most likely to lead to eminence in the different domains of giftedness chapter is based upon my [the author's] research and that of others on how exceptional giftedness may be stimulated and facilitated during the first 10 to 15 years so that a gifted child may select and pursue a significant, satisfying, and productive career basic concepts related to the phenomenon of achieved eminence are presented / a number of basic personality issues in career choice are discussed, specifically identity, ego ideals, and narcissism / deals with the importance of focal relationships and crystallizing experiences / [discusses] the basic developmental paths to eminence through the interaction of personality, family, third-party experiences, and the specific domain of giftedness (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)
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Discusses differences between two types of giftedness, "schoolhouse giftedness" and "creative-productive giftedness." (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create) definitional issues / characteristics of gifted performance [elementary information processes, operations on the products of elementary information processes, analyses of rules and strategies] / implications for educational practice (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)
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[presents data from a longitudinal] project designed to investigate the "development over time" of two groups of boys (ages 11–14 yrs) who were clearly exceptionally gifted in two different domains—math/science and general IQ / included the boys' families as integral parts of the research nominally gifted and ungifted children have been periodically used in the project as control groups / different levels and domains are being compared as they develop and interact with family variables and other processes research design [methodology, instruments and procedure, demographic characteristics of the parents, birth order and special family position, analysis using IQ and achievement tests, other creativity assessments, personality and family variables, California Psychological Inventory] (PsycINFO Database Record (c) 2019 APA, all rights reserved) (Source: chapter)
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what is creativity and why is it important / how is creativity measured and studied empirically / what are the major findings that have resulted from past research and what are the trends in current research / what are the implications of these research findings for educational practice four categories of giftedness / levels of giftedness construct validity / individual differences / creativity and personal-social adjustment in gifted children / learning style (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)
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- Book (2)
- Book Section (5)