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This study investigated whether intellectually gifted students in Australia, with different levels of giftedness and cultural orientations, had different experiences of the forced-choice dilemma—choosing between the needs for peer acceptance and academic achievement. A random sample of 231 intellectually gifted students attending secondary school completed and returned a self-report questionnaire. The data were analyzed using factor analysis and multiple regression analysis. The study found some support for the hypothesis that level of intellectual giftedness was positively related to the experience of the forced-choice dilemma. It was also shown that those with medium-level vertical allocentric orientations toward the family were likely to be the most vulnerable to the phenomenon. Intellectually gifted male adolescents, intellectually gifted students in early adolescence, and intellectually gifted students with peers of different cultural backgrounds were additional groups identified as being at risk. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)
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review the research on three groups of extremely gifted individuals: (a) investigations of the childhood and adolescence of individuals who as adults developed as "exemplary producers"; (b) early studies of children whose cognitive development, as indicated by their academic achievements, seemed remarkably beyond the norm of their age; and (c) studies since the 1920s of children whose scores on tests of cognitive ability placed them in the exceptionally gifted range of IQ 160+, regardless of whether or not these students were able to achieve their remarkable potential / the primary focus, however, will be on this latter group of studies and will present the key research, from the last 70 years, on this population of students (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)
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"Developmental Psychology and Giftedness: Theories and Research" / Franz J. Mönks and Emanuel J. Mason "Genetic Tools for Exploring Individual Differences in Intelligence" / Lee A. Thompson and Robert Plomin "Giftedness, Expertise, and (Exceptional) Performance: A Developmental Perspective / Wolfgang Schneider "Issues in the Cognitive Development of Exceptionally and Profoundly Gifted Individuals" / Miraca U. M. Gross "Motivation and Cognition: Their Role in the Development of Giftedness" / Willy Lens and Per Rand "Social-emotional Development and the Personal Experience of Giftedness" / Laurence J. Coleman and Tracy L. Cross "A Life Span Approach to Talent Development" / Ingrid Schoon "Prodigies, Savants and Williams Syndrome: Windows into Talent and Cognition" / Martha J. Morelock and David Henry Feldman "Addressing the Most Challenging Questions in Gifted Education and Psychology: A Role Best Suited to Longitudinal Research" / Rena F. Subotnik and Karen D. Arnold "A 'Talent' for Knowledge and Judgement About Life: The Life-span Development of Wisdom" / Monisha Pasupathi and Ursula M. Staudinger (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)
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