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The article discusses the definition of giftedness. There is also the possibility that we can only define something after we understand it sufficiently. If so, then the definition would come after intensive study rather than before it. Perhaps expectations of a complete and universally agreeable definition are too reductionist in nature. A single definition would defy the principles of the cultural and temporal relativity of the concept of giftedness. The fact that we have been able to establish a definition of giftedness composed by some of the best minds working in the field at the time, and yet it has not had the power to be as influential as we might expect does not bode well for the idea of composing a universal definition in the future. The fact that even the federal definition has gone through at least three iterations in 30 years indicates that defining giftedness will probably continue to be a dynamic process. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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This chapter views the work of E. Paul Torrance and the development of the Torrance Tests of Creative Thinking (TTCT). It examines the validity and reliability of the TTCT through a longitudinal study involving 7-, 12-, and 22-yr follow-ups of elementary school students in Grades 1 through 6, and high school students in Grades 7 through 12. (PsycINFO Database Record (c) 2019 APA, all rights reserved) (Source: create) the impetus for creativity research / the research program at the University of Minnesota / the Torrance Tests of Creative Thinking [research definition of creativity, purpose and rationale, design and structure, components of the Torrance Tests of Creative Thinking, verbal, figural, scoring and interpretation] / the challenge of establishing predictive validity (PsycINFO Database Record (c) 2019 APA, all rights reserved) (Source: chapter)
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This reprinted article originally appeared in Research Monograph No 95210, 1995, Storrs University of Connecticut, The National Research Center on the Gifted and Talented. The purpose of this paper is to explore a different perspective for observing and assessing characteristics of giftedness in minority, limited proficiency in the English language and economically disadvantaged student populations. First, a summary of what we know about the attributes of gifted and high achieving students from minority or economically disadvantaged families and areas is presented. Second, a proposal for focusing on core attributes that underlie the giftedness construct as a more viable basis for observing and identifying giftedness in minority or economically disadvantaged student groups is presented. A description of how a set of core attributes of giftedness was derived is also provided. Finally, implications for using these core attributes as the basis for a paradigm that better addresses the identification and education of gifted students from underrepresented populations are presented. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)
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