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There are powerful, hidden contextual influences that strengthen, weaken, or distort the discovery of aspirations and the development of talents in gifted individuals. These influences can be hidden from gifted individuals and their teachers and mentors because they are not sufficiently addressed in the gifted education research literature. This analysis highlights and describes examples of contextual influences that emerge from phenomena studied by scholars in a wide variety of fields. After these examples are presented and clarified, recommendations for educators and scholars of the gifted are provided. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: journal abstract)
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Creativity, giftedness, and leadership are complex, important phenomena, especially in the threatening turbulence of 21st-century conditions; consequently, there is an increasing need to understand how to strengthen them. We can learn much about these phenomena from within the borders of specialized disciplines; however, they are too complex and multifaceted to fit within the walls of disciplinary silos. Interdisciplinary explorations can reveal theories and research findings that expand our knowledge bases about creativity, giftedness, and leadership. This analysis includes the rationale for engaging in interdisciplinary investigations for these purposes. It includes examples of the ways in which interdisciplinary thinking invigorates creativity and cognitive diversity; illuminates the benefits of visual–spatial gifts that strengthen the development of important talents in gifted students who can go on to become creative leaders; and shows how human rights can be strengthened by constraining economic and political corruption. It also describes the benefits of using interdisciplinary navigation through different levels of analysis, each of which includes a number of academic disciplines. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: journal abstract)
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Robert Sternberg’s (see record 2018-07419-003) Active Concerned Citizenship and Ethical Leadership (ACCEL) framework provides a helpful way to align gifted education with the complexities of 21st-century socioeconomic and cultural environments. The recommendation that we shift away from pseudoquantitative precision in conceptions of giftedness aligns with similar recommendations in other fields including political science, economics, and mathematics. The emphases on ethics and wisdom are reinforced by analyses of the need for more ethical awareness in societies. These analyses arise from research and theory in other fields, including ethical philosophy, political science, economics, history, sociology, and journalism. These transdisciplinary similarities are interpreted to be conceptual triangulation supporting the importance of Sternberg’s model as a catalyst for the development of more holistic conceptions of giftedness and talent. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
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Theoretical and practical work in gifted education has been dominated by mechanistic precision in measurements designed to select students for gifted programs and guide them through their development. Too much faith in mechanistic precision can become a form of dogmatism that obscures very important, less-measurable dimensions of human ability. This interdisciplinary analysis explores this form of dogmatism while illustrating some ways in which it misaligns gifted education with turbulent, complex 21 st-century trends and issues. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: journal abstract)
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This editorial introduces the current issue of the Roeper Review: A Journal on Gifted Education. The papers featured in this issue explore a critical thinking program in a Chinese context, the dynamics of over-excitability in the arts and athletics, some additional nuances in the always difficult process of identifying giftedness and talent, and some systemic-contextual influences on the development of mathematical ability. The issue also includes interesting interviews with a prominent champion of the gifted and with domain-specific experts who discover and develop “lost prizes." (PsycINFO Database Record (c) 2017 APA, all rights reserved)
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This editorial presents an overview of the present issue of the Roeper Review. This collection of articles includes more exploration of dual exceptionality, big-picture frameworks, and practical interventions for the gifted in two nations and some deep probing into domain-specific expertise. Finally, to add some interdisciplinary flavor to each issue of the journal, the editor provides an insight from one or more "foreign" disciplines to help us think more expansively about giftedness, talent development, and creativity. These insights take the form of very brief summaries of work done in the social sciences, the humanities, and the natural sciences. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
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Severe socioeconomic inequality strongly suppresses and distorts the discovery of aspirations and the concomitant development of talents among the gifted. More comprehensive understanding of this suppression and distortion is available through a wide-ranging interdisciplinary search for research findings and theories that illuminate economic, ideological-political, historical, philosophical, and psychological contextual influences on bright young people. This theoretical synthesis draws from multiple disciplines to reveal some of these contextual influences and then provides some recommendations for ways in which educators and policymakers might attempt to counteract some of the most pernicious effects of growing inequality on the gifted. (PsycInfo Database Record (c) 2020 APA, all rights reserved) (Source: journal abstract)
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Editor notes that in this issue, the authors address some very diverse aspects of giftedness and talent, including perfectionism, language diversity, musical talent and appreciation, implicit influences on thought and action, social awareness, and some deep, inner, psychological dimensions of high ability. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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This book review is one in a series of modified reviews provided by the Conceptual Foundations Division of the National Association for Gifted Children. This modified review series is an attempt to generate new thinking in the field by importing more insights from diverse disciplines and from the historical, theoretical, and philosophical dimensions of our own field. These modified book reviews attend less to evaluating books and more to drawing implications of borrowed constructs for practice, research, and theory development in gifted education. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)
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