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Examines theories and research related to curriculum development for the gifted. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)

Summarizes the results of analyses of current trends in research on giftedness in contributions to the World Conference on Gifted and Talented Children (WCGT) Conferences published in 8 volumes of proceedings from 1975 to 1989. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: create)

The author has been a strong advocate of evidence-based approaches to gifted education and counseling for many years now, and describes in this chapter the state of affairs in Germany. He makes a compelling case for systematic program evaluation, as well as serious attention to teacher and counselor training in gifted development that every jurisdiction would do well to heed. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)

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)

"A Multidimensional Framework for Synthesizing Disparate Issues in Identifying, Selecting, and Serving Gifted Children" / Robert J. Sternberg and Rena F. Subotnik "The Study of Giftedness: Reflections on Where We Are and Where We Are Going / Franz J. Mönks, Kurt A. Heller and A. Harry Passow (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)

[describes] an educational-psychological research project, the Munich Longitudinal Study of Giftedness . . . carried out [from 1985 to 1989] / data from gifted students were collected in three waves from 1986 to 1988 starting with a large multiregional sample of 26,000 students [grades 1 through 13 within the German school system] in six cohorts / in 1989, a replication study was begun in Moscow by a team of psychologists at the Academy of Pedagogical Sciences of the USSR / a data collection point for the German sample is planned for 1993 giftedness model underlying the Munich Longitudinal Study / design of the study / sample and method / results for the first phase of the study (identification phase) / results of the second phase of the study (longitudinal phase) [the predictive validity of the test battery, results concerning the typological concept of giftedness, the influence of environmental factors on the performance of gifted students, changes in cognitive and noncognitive features, personality characteristics of gifted secondary school students] / results of the interview study [validity of the questionnaires, developmental conditions] (PsycINFO Database Record (c) 2019 APA, all rights reserved) (Source: chapter)

consider what is known about exceptional development in two art forms: the visual arts, and music / our primary but not exclusive source of evidence will be case studies of individuals who have shown unusual giftedness in these domains distinguish between individuals of normal or high intelligence who are gifted in a domain, and individuals who are gifted in one domain, but extremely retarded in all other areas / such pathological individuals are typically referred to as savants / determine what distinguishes the gifted individual of normal or high intelligence from the gifted individual who is in all other respects low-functioning (either retarded or autistic) distinguish between giftedness and creativity / a creative individual revolutionizes a domain of knowledge / there is no necessary link between giftedness and creativity / focus here on childhood giftedness, and make no assumptions that early signs of giftedness are necessarily predictive of adult creativity (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

current practice in gifted education continues . . . to favor a general giftedness approach and the identification of all-purpose gifted youth, with far less attention to their special gifts and talents / review conceptions of giftedness in greater depth, discuss operational systems for identifying gifted and talented youth, examine concepts related to selection, and draw conclusions and guidelines for practitioners conceptions of giftedness and talent / special populations / developing identification systems / phases of identification / criteria for test selection / test instruments / data synthesis (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

in this review, three sets of considerations on the development of morality [in gifted children] are presented: (1) moral behavior is based on specific cognitive abilities of rational analysis and discussion of actions concerning rights, duties and consequences (about life, affects, well-being of self and others); (2) moral behavior has roots in affect/emotion and on control and integration of drives and needs (in terms of empathy, care for others, task commitment); and (3) moral behavior needs to be nurtured by specific education which concerns both the cognitive and the emotional aspects (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

as the mainstreaming and inclusive education movement in education has gained momentum in the last two decades, there has been increasing concern with handicaps / during this same time period, there have also been tremendous gains in the relatively late-developing area of gifted education / [discusses how] the educational needs of certain subgroups of this population of children, i.e., the gifted handicapped, have been slow to receive recognition (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

[considers] strategies and programs for nurturing giftedness in mathematics mathematical core variables for research on intelligence / structure of mathematical abilities / the Hamburg system of complex mathematical abilities / the CTY [Center for Talented Youth] approach / mathematical giftedness from the perspective of gifted youth / mathematical excellence as a developing state of mind / programs and strategies in nurturing mathematically gifted students / programs in advanced mathematics for the gifted (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

review research on the genetics of general cognitive ability that converges on the conclusion that this dimension of behavior shows considerable genetic influence / describe a recent study which is the first to show that genetic factors are important, not only for the normal range of variation in cognitive ability, but also for high cognitive ability / genetic research on this basic question of the impact of genetics on cognitive ability also raises interesting issues about the environment / in addition, genetic research on cognitive ability has begun to go beyond the basic nature–nurture question concerning the relative effects of genetic and environmental influences to ask more sophisticated questions such as developmental and multivariate questions / the most exciting recent advance is that the power of molecular genetic techniques is beginning to be harnessed in order to identify specific genes responsible for genetic influence on cognitive ability (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

provides a more or less representative picture of current research on giftedness and talent in Germany conducted at university and research institutes international state of giftedness research / deficits in the identification and support of talented children and adolescents / organisational measures or improving the structure of the support for the gifted in Germany / perspectives of an all-German responsibility for the future support of the gifted (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

the primary question in developmental research on the gifted is no longer whether nature or nurture is the most basic, but rather what kind of interaction between the two occurs, and how does this influence development / in other words, what results from the interaction of specific individual traits and experiences in a given social and cultural environment / human development is generally regarded as a process of interaction between individual characteristics and environmental opportunities describe and discuss prevailing developmental theories / the diversity of definitions of giftedness will be outlined / it will become evident that some versions of the nature vs nurture controversy remain / existing and ongoing research demonstrates that only longitudinal studies can provide evidence about the relative contribution of nature and nurture to the development of gifted individuals / instructional and educational provisions will be discussed from a developmental perspective (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

begins by providing a general overview of the individual histories of research on the prodigy and the savant / combine discussion of the two phenomena by comparing examples of prodigious performance with ones of savant performance in two of the domains where both have been found: music and art / conclude with a speculative discussion of possible brain-based commonalities and differences serving as substrates for prodigy and savant capabilities (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

examine the research evidence relating brain physiology and function to giftedness and intelligence / describe some of the measurement techniques and terminology that are associated with this area experimental methods in brain research [EEG, averaged evoked potentials, measurement of cerebral hemisphere lateralization, brain imaging] / information processing: the brain / ongoing brain activity / psychophysiology of personality (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

explores the role of theory in education for the gifted / the following questions guide this exploration: why does gifted education need a theory / what is a theory / what theories are extant for education of the gifted / what are the key questions or issues that a theory for education of the gifted must answer / what criteria might be used to analyze or develop a theory for education of the gifted / what is the relationship of theory to research and practice / what should be the scope and scale of a theory for gifted education / should a theory for gifted education be focused on intelligence, giftedness, or creativity / what are the contextual influences on theory development / how might the various theories be unified / what are the implications of theory for practice (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

the model for developing and nurturing verbal talents presented in this chapter is not a call for an uncritical return to tradition, neither is it a paean to the educational status quo / a close examination of the literature on the development of linguistic abilities, language acquisition, and literacy combined with 15 years of experience providing effective programs for verbally talented youth provide the basis for the proposals set forth / presents a model which integrates grounding in traditional disciplines with society's need for verbal talents which are flexible and broadly transferable to a variety of complex situations / this model . . . combines contemporary pedagogical methods, emphasizing the child's central role in the active construction of knowledge, with a curriculum rooted in the traditional forms and structures of language and linguistic expression (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

longitudinal investigations illuminate group and individual differences in gifted populations / longitudinal methods [investigate] the processes of change / longitudinal designs accomplish the following purposes: to describe and to provide causal explanations for intra-individual change; to describe and to provide causal explanations for inter-individual differences in intra-individual change; [and] to describe the interactions of developmental variables (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

explore thinking processes as an important component of a contemporary conception of giftedness and its development / address four issues related to thinking processes and giftedness: first, some of the principal ways in which the thinking processes of gifted persons differ from those of other people, with a focus on recent and ongoing research into cognitive processes; second, . . . evidence to link the intellectual performance of very young children to the higher level thinking observed in older children and in adults; third, and briefly, the nature and success of programs intended to train people to think in these ways and thereby to enhance their intellectual abilities; and fourth, some concluding thoughts about broader educational implications (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)