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Comments on an article by Albert Zieglera & Shane N. Phillipson (see record 2012-16824-002). The field of giftedness and gifted education is about 100-years (plus/minus) old. This new systems approach clearly brings many interesting topics to the discussion,some new and some old, but now organized in a complex structure. Thus, the concept of an actiotope, a component of the system that is potentiated with exceptionality,is a system itself. This “system-within-a-system” includes the action repertoire,goals, the environment, and subjective action space – all complex systemic structures on their own, which are introduced and described in detail by Ziegler and Phillipson. This “system-within-a-system” to the nth degree approach is well thought through and provides much food for thought. Yet, while reading the text, I had athought about what might be missing in this elegant and complex structure crafted by Ziegler and Phillipson. The remainder of this commentary will explicate that thought of mine. In short, it seems to me that Ziegler and Phillipson’s systemic view does not cancel out the ideas and findings of “traditional views” of giftedness, but takes the field, capitalizing on its previous accomplishments, in a new direction, fruitfully perpetuating the field’s development. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Considers the interaction between styles of thinking and giftedness. It is argued that decisions regarding identification, instruction, and programming need to take into account not only the abilities of the gifted, but their styles of thinking. The theory of mental self-government, a theory of thinking styles and their relations to giftedness, is summarized. Data are presented testing the theory on various groups of students. Thinking styles are relevant to decisions regarding identification, instruction, and programming. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

This special issue of High Ability Studies is devoted to contexts that support talent development. While numerous conceptions of giftedness consider the role played by the environment for talent development, most of these conceptions nevertheless viewed giftedness itself as an individual attribute. Newer approaches have, however, begun to fundamentally alter this view: The environment and learning contexts are not only important for talent development, but they also make up an integral part of what giftedness actually is. Plucker and Barab (2005), for example, have called for investigating “gifted transactions” (p. 210) rather than gifted individuals. In a similar vein, Ziegler (2005) defined giftedness as the property of a system made up of the individual and his or her environment. The articles assembled in this special issue emphasize different perspectives of the relevance of learning environments. The first three contributions present empirical studies on the relevance of learning contexts in general and in different cultural settings. The following two articles discuss important implications of current research for the establishment of supportive learning contexts at school. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

This book is a scholarly overview of modern concepts, definitions, and theories of intellectual giftedness, and of past and current developments in the field of gifted education. The authors consider, in some detail, the roles of intelligence, creativity, and wisdom in giftedness and the interaction between culture and giftedness, as well as how giftedness can be understood in terms of a construct of developing expertise. The authors also review and discuss a set of key studies that address the issues of identification and education of children with intellectual gifts. This volume maybe used as a summary overview of the field for educators, psychologists, social workers, and other professionals who serve intellectually gifted children and their families. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: book)

In this article, we present a subtest of the Aurora Battery, Metaphors, a new measure for the identification of gifted students. Metaphors is an assessment of analytical thinking in the verbal domain with an open-ended response format, an alternative to the conventional achievement measures or analytical assessments in multiple-choice format often used for giftedness identification. The comprehension of metaphors requires a combination of comparative, categorical, and evaluative thinking, and an ability to map meanings—literal and figurative—from one word to another. In this article, we first show that performance on Metaphors can contribute to the identification of giftedness, and we identify the items that seem to contribute to this discrimination most effectively (Study 1). Next, the comparative terms of each subtest item were characterised according to two key aspects—the concreteness and similarity of their comparative terms (Study 2). Results showed that gifted children may be better identified when these aspects are considered. New perspectives on metaphor processing in gifted students and premises for the identification of giftedness are then discussed. (PsycInfo Database Record (c) 2020 APA, all rights reserved) (Source: journal abstract)

Although the use of multiple criteria and informants is one of the most universally agreed on practices in the identification of gifted children, few studies to date have examined the convergent validity of multiple informants and objective ability tests in gifted identification. In this study, we illustrate the use of the correlated traits–correlated (methods—1) or CT–C(M—1) model (Eid, Lischetzke, Nussbeck, & Trierweiler, 2003) to examine the convergent validity of self, parent, and teacher ratings relative to objective cognitive ability tests in a sample of 145 4th to 6th graders. The CT–C(M—1) analyses revealed that teacher ratings showed the highest convergence with the objective assessments, whereas self-ratings had the lowest reliabilities and insufficient validity. Parent ratings were more reliable and valid than self-reports, but were outperformed by teacher ratings for most abilities. Overall, the CT–C(M – 1) analyses showed that the convergent validity of the ratings relative to the objective test battery was highest for numerical and lowest for creative abilities. Furthermore, whereas part of the shared variance between parent and teacher ratings reflected true convergent validity, agreement between parent and self-reports was entirely due to a shared rater variance. Our analyses demonstrate the usefulness and proper interpretation of the CT–C(M—1) approach for examining convergent validity and method effects in multitrait–multimethod data. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

This chapter examines the evolution of the concept of talents and gifts in Russia and its current “incarnation” in federal and regional versions. This discussion will cover a range of definitions and a range of programs that have been put into practice, but never formally evaluated, throughout the twentieth and twenty-first centuries. Special attention will be given to the description and evaluation of the two currently dominant federal year-around residency programs for gifted and talented children, Artek and Sirius. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)

The concept of intellectual giftedness has had a long history in the literature of psychology and education. However, though the existence of the phenomenon underlying this concept has never actually been disputed, there are multiple ongoing debates regarding its definition, methods for its identification, and subsequent programming. This essay is conceived to contribute to the discussion on intellectual giftedness and to provide a global context for the other articles in this issue. The essay is comprised of three major parts. First, we review the defining terms, contexts and theories historically and currently applied to the understanding of intellectual giftedness. Second, we comment on models used to identify it. Third, we discuss the major influences that directly shape the treatment of giftedness in a number of international settings. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Since 1957, when the Soviet Union launched its satellite Sputnik, until the dissociation of the Soviet Union in 1991, the Russian tradition of educating gifted children had been world-renowned. However, with a restructuring of society's major domains of functioning in the early 1990's, the Soviet system of complete federal support for gifted education all but disappeared. In this chapter, the authors argue that the system, despite the challenges of the 1990's, has survived its toughest times. The authors illustrate that, by capitalizing both on past and current theories of giftedness and cognitive development, the field of gifted studies in Russia continues to develop and that it is in the process of re-creating itself in the changed social and cultural context of Russia. This chapter attempts to address questions of identifying, educating, and caring for gifted children by capitalizing on Russian psychological science and its past and present accomplishments in the field of gifted and talented research. First, based on works of multiple Russian psychologists, a systemic multidimensional model of giftedness is introduced. The model integrates extant Russian psychological research, extends available conceptualizations, and suggests directions for future research. Next, we describe current practices for the identification and education of the gifted and talented in Russia. Finally, the chapter introduces suggestions for best practices for assessment of achievement in gifted individuals and projections for future research in the field. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)

Schools must look further than the current "gifted" population and closer than do the current instruments in the identification process. This is precisely what our new identification battery of gifted and talented students, the Aurora Battery, is intended to make possible. Developed from Sternberg's theory of successful intelligence, this group-administered assessment battery is designed to recognize abilities in analytical, creative, and practical domains using figures, words, and numbers. The augmented view of intelligence adopted by the assessment, in combination with the specificity of its tasks, is expected to capture a more diverse population of students with a more varied and better-qualified array of skills. We present here the impetus for creating this assessment: historical shifts in definitions of giftedness, the increasingly recognized ethical imperative to correct underrepresentation of certain groups, the shortcomings of current assessments, and the promise of future reward that greater investment in gifted children represents. We also discuss the assessment's theoretical grounding, development, and potential applications. The Aurora Battery may offer a new and better assessment alternative for schools interested in better recognizing all gifts and better meeting the needs of all gifted students. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: chapter)

The contemporary Russian educational system is struggling with the many economic and social issues that resulted from the global instability following the collapse of the Soviet Union, when much of the financial, political, and social support for education in general and gifted education in particular eroded. This chapter addresses the current state of affairs in mathematics and science education for the gifted in post-Soviet Russia and describes (a) the infrastructure of gifted education; (b) the identification of giftedness; (c) the nature and scope of gifted and specialized programs (and schools), with a separate discussion of programs in mathematics and science; and (d) the trajectory of talent development and realization (i.e. performance in mathematics and science olympiads for youth compared with adult employment). The chapter expands and supplements the discussion offered in Yurkevich and Davidovich (this volume; see record 2008-17742-013) on general trends in the education of gifted children in Russia and focuses specifically on such trends in the teaching of mathematics and science, the domains in which gifted education in Russia has previously been recognized as one of the world-leaders (Grigorenko 2000). Today, there are many interesting innovations in teaching the social sciences and humanities to gifted children, but this field is still in development and needs further crystallization. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

This chapter will illustrate how one team of researchers and curriculum developers designed a program addressing the needs of different learner profiles that enabled teachers to serve—and assess—all of the students in their classroom, including gifted students. The program was not designed for the exclusive use in gifted classrooms, but rather, offers a model for teaching that will benefit both gifted students and children not identified as such. First, we provide a brief review of existing definitions of giftedness. We then present the principles of Teaching for Successful Intelligence (TSI) and show how this instructional approach can help teachers meet the needs of students of varying levels of ability. Finally, we present concrete examples from an elementary school intervention based on TSI. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: chapter)

'National/Provincial Gifted Education Policies: Present State, Future Possibilities" / R. A. Rudnitski "Changing Paradigms for Gifted Education in the United States" / J. J. Gallagher "A Study of Education for High Ability Students in Canada: Policy, Programs and Student Needs" / J. A. Leroux "Gifted Education in Europe: Programs, Practices, and Current Research" / R. S. Persson et al "Russian Gifted Education in Technical Disciplines: Tradition and Transformation" / E. L. Grigorenko "Middle-East Region: Efforts, Policies, Programs and Issues" / T. Subhi and N. Maoz "Psychological Research on and Education of Gifted and Talented Children in China" / S. Jiannong and Z. Zixiu "Programs and Practices for Identifying and Nurturing Giftedness and Talent in Asia (Outside the Mainland of China)" / W.-T. Wu et al "Programs and Practices for Identifying and Nurturing Giftedness and Talent in Australia and New Zealand" / E. J. Braggett and R. I. Moltzen "The Status of Gifted Child Education in Africa" / C. A. Taylor and S. J. Kokot "Programs and Practices for Identifying and Nurturing Giftedness and Talent in Latin American Countries" / E. M. L. Soriano de Alencar et al (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)