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Previous empirical studies concerning the quality of teacher judgment in the domain of identifying gifted children have provided equivocal results. In this paper the process of identifying gifted children performed by teachers is conceptualised as a subjective decision strategy. Teachers' decisions are assumed to be based on students' characteristics that constitute the teachers' probabilistic concept of giftedness. Using a sample of 58 secondary school teachers experienced in the education of gifted school students, their preferences of relevant characteristics of giftedness for diagnostic use are compared to normative models and biased tendencies of how to use those characteristics diagnostically. The teachers' subjective concept of giftedness is characterised by aspects of cognitive competence and motivational preparedness for learning. The teachers' diagnostic strategies follow to some extent the normative Bayesian model of weighting evidence but are substantially influenced by representation bias and by forms of confirmation bias. The "base rate fallacy" biases teachers' diagnostic information processing, too. Other models of the diagnostic decision process which could be used as alternatives of the cue utilisation approach applied in this paper are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Studied the effectiveness of various procedures for identifying technically gifted students. Human Ss: 44 male and female West German 5th–7th graders (including 26 Ss with high and 18 Ss with normal intelligence scores) (procedure-development sample). 44 male and female West German 5th–7th graders (including 26 Ss with high and 18 Ss with normal intelligence scores) (procedure-application sample). Ss completed measures assessing cognitive ability and 5 predictors of technical giftedness. In addition, Ss' teachers rated them on various characteristics associated with giftedness. Using results from the procedure-development sample, 3 strategies for identifying gifted students were developed: a "rule of thumb" approach, discriminant analysis, and an expert system. Using data from the procedure-application sample, each strategy was evaluated in terms of its accuracy and efficiency. (English abstract) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

[reports on studies conducted to clarify aspects of the interrelation of strategy use, metamemory, and giftedness] / purpose of study 1 was to investigate whether typical findings on metamemory and strategy use in normal samples can be found in gifted children as well / [Ss were 217 2nd graders and 268 4th graders] study 2 was planned as an intensive study (single experimental sessions) of the strategy behavior and metamemory of [2nd and 4th graders] of different levels of giftedness study 3 [examined] whether (transfer) effects of a metamemorial intervention depend on the level of giftedness [Ss were the same as in study 1] (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

the modern information-processing approach to giftedness suggests a new basis for the classical intelligence vs creativity distinction / it is suggested that, although intelligent people deal with novelty quite efficiently if they have to, they do not deliberately seek out such situations / creative people, on the other hand, are more willing to confront novel tasks, and enjoy tackling them, even though the efficiency with which such tasks are performed is moderate / this thesis is illustrated with experimental evidence [from university school candidates and students and 9th graders], and serves to suggest some new procedures concerning identification of the gifted and stimulation of the human intellect potential (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

[discusses] 4 topics . . . related to the identification of the gifted: (a) stratification of the concept of identification (recognition, determination, verification); (b) cybernetic modelling of identification (identification as process diagnostics); (c) methodological problems of identification (especially the value of teachers' and parents' assessment); and (d) individual and social consequences of labeling (positive and negative experience) (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

discusses . . . interindividual differences which have been proven to be individual prerequisites for eminent performance in many studies / not taking them into consideration, especially at school, causes great problems for the individuals concerned, for example, boredom due to lack of stimulation and social isolation from non-gifted peers / these are exemplified by a number of case studies (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)

how does the gifted mind work and develop and how does this translate into neuropsychological findings pertaining to the optimal development and functioning of the neural system giftedness as expert information processing / indications of exceptional ability / degree of lateralization of cerebral functions and giftedness / early signs of giftedness and their impact on family life / need for intellectual stimulation / adjustment of the gifted / time budget and giftedness / developing multiple intelligences / parent–child interaction: encouraging the gifted child / creativity and giftedness / success in life and the importance of mentoring / effects of accelerating the gifted / motivating the gifted: beneficial and adverse conditions (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

reports on a 3-yr study of the cognitive development of [195 11–13 year old] German children with high and average intelligence in order to investigate creative problem solving in technological domains / levels of intelligence, gender, and age were considered in analyzing interindividual differences in developmental patterns / following a brief outline of the relevance of technology for human life and the status of research in creative problem solving, study goals and methods are described / presents empirical data testing a theoretical model of the correlation between several ability components of creative problem solving / time-related changes in the patterns of correlations are explained (PsycINFO Database Record (c) 2019 APA, all rights reserved) (Source: chapter)

the study investigated stability vs instability of giftedness—identified by advanced cognitive competence—from early childhood (C) to early adolescence (A) / data stem from a longitudinal project conducted in Vienna (Austria) / 4 groups [children gifted in C, gifted in A, gifted in both, and gifted in neither] were compared in different cognitive tasks, school grades, and task commitment / biological risk factors and psychosocial conditions were analyzed to explain differences in the developmental pathways (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

the paradigm of the special education of the gifted in the school years involves the classification of individual members of a limited sample as "gifted" and then their participation in a giftedness nurturing program / the identification of gifted individuals therefore takes a place of considerable importance for the establishment of programs, alongside program design / numerous measurement instruments are available which are well suited to gain a reliable informational basis for the decisions to be made [presents] an overview of recommendations on identification design made by experts on gifted education / these recommendations will be considered scientifically / the decision theoretical model of selection decisions will be presented / its properties and methodological consequences for practice will be discussed / insights on the construction of social judgments and group decision making will be presented (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

analyzes a number of information sources [on research and nurturing of gifted children in Europe] and gives advice on obtaining literature and on the effective design of literature reviews (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

[book section covering several chapters] "Learning and High Ability: A Perspective from Research in Instructional Psychology" / Eric De Corte "New Directions for the Schoolwide Enrichment Model" / Joseph S. Renzulli "Nurturing Children for Adult Success" / Herbert J. Walberg "High Ability Students in Higher Education" / Frank De Mink "Teachers' Cognitive Processes of Identifying Gifted Students" / Ernst A. Hany (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: book)

purpose of the present study is to attempt to estimate the relative effects of early socioeconomic advantages, abilities and accomplishments, and subsequent educative environments and proclivities on long range [academic and occupational] success among gifted students / makes use of the L. Terman (1940) data on highly intelligent California children born early in the century / [Ss were 4–14 yr olds and high school students with IQs over 135] (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)