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Describes the theoretical and methodological foundations and selected results of the Munich study of giftedness, a longitudinal study involving more than 26,000 male and female West German school age children and adolescents (aged 6–18 yrs). The study's multidimensional concept of giftedness is analyzed, and methods for measuring the various components and correlates of giftedness are identified. Results concerning the personality correlates of giftedness and concerning gender differences in the dimensions of giftedness are emphasized. Implications for the identification of gifted children and the promotion of giftedness are discussed. (English abstract) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Presents selected results of a 4-yr (Munich, Germany) longitudinal study of giftedness, and discusses the conceptual and theoretical problems of giftedness. Beginning with a large multiregional sample with 6 age cohorts of more than 26,000 students between 6–16 yrs, data were collected on highly gifted students (30% of original sample) during 3 periods between 1986 and 1988. The study was based on a multidimensional domain-specific concept of giftedness: intelligence, creativity, social competence, musical ability, and psychomotor ability (or practical intelligence). Areas studied included academic achievement and leisure activities, cognitive and motivational personality factors, and school and family socialization conditions. Developmental factors and achievement analyses of gifted and normal students aged 6–18 yrs were the central focus during the 2nd phase of the study. On the whole, results support the hypothesis of various types of giftedness, but definite characteristic clusters of the gifted were not found. Among other results discussed, sex difference results include the finding that girls' giftedness declined with increasing age. Consequences for the nurturing of giftedness are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Discusses central topics and issues in the diagnosis of giftedness, including: (1) the questionable distinction between intelligence and creativity in formulating definitions of giftedness, (2) the various functions of giftedness diagnosis, (3) methodological problems, and (4) research needs. Recommendations for the practice of giftedness assessment are provided. (English abstract) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Comments on Sternberg's article on WICS as a model for giftedness (see record 2004-10570-002). The current author examines the reasons for the fact that complex models of giftedness seem to be en vogue at the start of this new millennium, and discusses whether the WICS model can offer new insights regarding the nature of giftedness from a cross-cultural perspective. He suggests that if Sternberg is able to theoretically and empirically confirm the three components intelligence, creativity, and wisdom not only with respect to their complementary relationships, but also regarding their different levels of complexity (with wisdom as inclusive, encompassing, and the highest level of complexity), he may accomplish-similar to the coup made by the hierarchical model of intelligence prominent in the English school during the middle of the last century-a 'Quantum leap' in giftedness research. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Following an introductory definition of 'scientific ability and creativity', product-oriented, personality and social psychological approaches to studying scientific ability are examined with reference to competence and performance. Studies in the psychometric versus cognitive psychological paradigms are dealt with in more detail. These two research strategies complement each other in describing and explaining scientific ability and creativity in the field of science and technology. Whereas psychometric studies seem to be essential for diagnostic and prognostic purposes, cognitive psychological studies help to explain the development of individual competencies and excellent performances. In the last two decades, another research paradigm has arisen that has been characterized as 'giftedness as developing expertise'. The so-called 'expert-novice paradigm' is based on a dynamic concept of giftedness in which creativity and motivation play an indispensable role. As an example of this approach, the Munich Dynamic Ability Achievement Model (MDAAM)--an extended version of the Munich Model of Giftedness (MMG)--will be discussed in greater detail. Furthermore, empirical data from the author's studies of scientific ability and technical creativity will be presented and their theoretical context described. Finally, various possibilities for nurturing scientifically and creatively talented adolescents and adults are discussed, with sex-related problems being touched upon. Generally, the hypothetical construct 'scientific ability' can be defined as scientific thinking potential or as a special talent for excellence in (natural) sciences. Similar to this definition, 'scientific creativity' or 'technical creativity' can be conceptualized as individual and social capacities for solving complex scientific and technical problems in an innovative and productive way. Both descriptive and explanatory terms are necessary for a theoretically and practically efficient definition. This further necessitates different research strategies, which will be demonstrated with respect to several study examples. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

The present paper is based on questions of the theoretical conceptualization of the hypothetical construct "creativity", its operationalization and corresponding measurement problems. Intelligence and creativity are seen here as two complementary components with regard to solving complex cognitive problems. In addition to newer research paradigms and models, empirical results of current research on giftedness and creativity will be presented. The focus will be on four main topics: (1) giftedness and creativity characteristics as individual determinants of achievement (at school, university, and work); (2) social and cultural conditions of the development of domain specific competencies and achievements; (3) development of excellent achievement in light of modern life span research and sex related differences; and (4) integrative approaches to identifying highly able and creative students. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Discusses conceptual issues related to giftedness, and describes recent theories and research approaches in the area of giftedness. Additional topics include: (1) methodological problems in the identification of gifted children and adolescents, (2) psychosocial problems of gifted children, and (3) educational strategies for gifted students. (English abstract) (PsycInfo Database Record (c) 2024 APA, all rights reserved)

One of the principle reasons responsible for the fact that nurturing the gifted and talented in Germany has (once again) advanced to a pedagogic concern in the 1990's lies in the dichotomy of equality and excellence. Are these two pedagogic goals actually incompatible, as often maintained in open discussions? After a long period of oscillation between these two poles, in the age of information a new emphasis has increasingly been placed on excellence. "It becomes more and more important for bright students to be using their abilities to stimulate this new era with economic and political productivity. But this will not happen if the current 'laissez faire' approach to gifted students continues into the next decade" (Gallagher, 2000, p. 691). Following a short definition of giftedness and related conceptions, arguments for gifted education stemming from the areas of learning psychology and instructional psychology will be discussed. The central problems concerning identification and programming will then be addressed in greater detail. Hypotheses will be developed, on the basis of the ATI model that gifted students need creative, stimulating learning environments. Various approaches will be presented here and discussed in the context of TIMSS and PISA. The second part of the article will deal with guidance and counseling issues with respect to the special needs of gifted children and adolescents and their social contact persons (peers, parents, teachers). In conclusion, German program evaluation, studies in the fields of gifted education, counseling and nurturing giftedness and talent will be presented. The outcomes of these studies and their consequences for improvements for the quality of gifted and talented education and counseling in Germany will be discussed. Excellence is one of the most important educational-psychological challenges of the new century. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Comments on an article by Albert Zieglera & Shane N. Phillipson (see record 2012-16824-002). In their article, Ziegler and Phillipson criticize the “erroneous view” of the research paradigms mentioned with respect to gifted education as well as to our understanding of the development of excellence or exceptionality. Instead of them, they plead for a “paradigm shift” and describe “basic principles of gifted education” based on the “actiotope model” in a systemic view. This reminds me of the controversial debate on psychometric research approaches versus process diagnostics and “action research” in the field 25 years ago. In the first part of their article Ziegler and Phillipson review the “state of the art” and complain the deficiencies of many current fundamental principles of gifted education including talent search and identification approaches in educational and school psychology. All in all: Ziegler and Phillipson offer a very stimulating article, which provides the reader with many new insights into gifted education and useful information relevant to its improvement. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

After a brief introduction with four main questions related to identifying gifted and talented students, this article centres on the following topics: (1) multidimensional conceptions of giftedness as preconditions of suitable identification procedures, (2) functions and benefits vs. dangers of identification measures, (3) methodological problems and (4) practical recommendations for the identification of various groups of gifted and talented students. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

After a brief introduction the theoretical basis of the Munich High Ability Test-Battery (MHBT) will be outlined in the first part of the article. The MHBT has been developed in the framework of the Munich longitudinal study of giftedness and talent. The MHBT includes not only cognitive predictors measuring several dimensions and types of giftedness concerning intellectual, creative or social abilities etc., but also giftedness-relevant non-cognitive personality and social moderators measuring interests, motivations, learning emotions, self-concepts or family and school climate, educational style, quality of instruction, etc. The MHBT-instruments (different scales and dimensions) are described in greater detail. In the second part of the article, after dealing with the objectivity, the reliability, and the validity of the MHBT, the authors discuss the standardization procedure including the development of grade-based T-norms respectively as well as several talent-profiles, e.g. of gifted achievers vs. underachievers, intellectual, creative, social talents or linguistic, math, science talent profiles etc. Finally, examples of talent search for gifted programs and case studies on the basis of MHBT should illustrate multidimensional identification procedures. The MHBT fulfills the most relevant assessment tasks belonging to the gifted educational and counseling practice. The usefulness of the MHBT in the framework of giftedness research as well as of gifted program evaluation studies has also been proven in the last decade. Hence the MHBT offers many opportunities to assessing giftedness and talent. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

It is of major importance to use psychological tests and questionnaires that are carefully constructed so that their reliability and validity can be determined in different (sub)cultures (Campbell & Tirri, 2004). However, a necessary prerequisite for this is the development of solid conceptual constructs. Otherwise, the researcher runs into the danger of empirically collecting data and loosing touch with reality. A theory-free empirical approach also makes it difficult to relate findings to other psychological research. We first show why and how the Munich Dynamic Ability-Achievement Model (MDAAM) evolved from the Munich Model of Giftedness (MMG). We will then illustrate how the MDAAM can stimulate and structure theoretical and empirical research. The MDAAM can be used as an integrative model of giftedness, talent, expertise, and achievement and could this way bridge the gap between the process-oriented approaches of cognitive studies as well as expertise research and psychometric studies in the field. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Presents an overview of the Munich Longitudinal Study of Giftedness (K. A. Heller, 1991), focusing on research related to the underlying multidimensional/typological giftedness model. 754 7th graders and 794 9th graders, representing 2 of the 6 cohorts of the original study, responded to tests that included the German Cognitive Abilities Tests (Heller et al, 1985), a questionnaire of social competence, and selected scales of the Munich Activities Inventory. Results suggest that cognitive abilities best predict academic achievements and spare time activities in science, while the creativity measures correlate with school marks in German, arts, and music, as well as with nonacademic achievements in literature, arts, music, and social activities. Attempts to find a giftedness typology were unsuccessful. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Studied giftedness, defined as individual cognitive, motivational, and social potential to perform at a high level in 1 or more of the following areas: intelligence, creativity, social competence, artistic ability, and psychomotor ability. Human Ss: Normal male and female German schoolage children and adolescents (a large national sample divided into 6 age cohorts: 1st–11th graders). Parameters of giftedness were measured from 1986 through 1988. A 2-stage longitudinal study was conducted: (1) screening and differential testing to measure personality variables and study parameters of the social environment that affect giftedness and (2) development and analysis of academic achievements, with consideration of the effects of personality and environmental factors. Tests used: The German variant of the California Achievement Tests and the Torrance Tests of Creative Thinking. (English abstract) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

The aim of these studies was to gain insight into math and physics teachers' implicit personality theories (IPTs) regarding gender-specific talent and motivation. The studies used C. S. Dweck's Motivation Process model for theoretic background. The goal of Study 1 was to explore the areas in which gender-role-specific thinking existed among 70 math teachers in a German Gymnasium, as well as the extent to which it existed. Study 2 replicated Study 1, with 44 physics teachers. The teachers, as expressed by their IPTs of intelligence and learning-goal orientation, saw no gender differences. However, physics teachers awarded boys a higher performance goal orientation but seemed to assume that this was accompanied by a strong work avoidance attitude. Contrary to expectations, no relationships could be substantiated between the teachers' perceptions of pupils' motivational orientations and their reference-norm orientation, for which also no gender-specific cognitions could be proven. Sometimes gender-related points of view appeared very distinctly in both the math teacher and physics teacher samples. Sometimes though, no attitudes of this type could be isolated and, in some areas, they were detected only in contradictory statements. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Females are still underrepresented in mathematics and the sciences. Recent attempts at explanations assume that the main reason for this fact are motivational differences between the genders determined by the socialization process. In 2 studies the authors measured implicit theories of mathematics and physics teachers on gender-specific giftedness and motivation. A significant part of the teachers still holds to gender related views. 26.5 % of the mathematics and 30.4 % of the physics teachers thought that in their subjects boys were more gifted than girls. Further differences were shown in the kind of further education the teachers would advise their male and female students to take up. Whereas they would suggest the girls careers in education, medicine or philology, they thought that the boys were better suited for the mathematical, scientific, engineering or technology areas. (PsycINFO Database Record (c) 2016 APA, all rights reserved)