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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)

After a brief overview of recent research paradigms in the field of giftedness and talent, this chapter centers on the following main topics: 1. Multidimensional conceptions of giftedness as theoretical basis and preconditions of suitable identification procedures and educational measurements. 2. Functions and benefits versus dangers of identification measures as well as of gifted education and programming versus omission of them. 3. Methodological problems of identification, e.g., for educational programs (talent search), early identification and nurturing, dynamic assessment and nurturing at-risk groups (gifted underachievers, gifted females, etc.) or prediction of excellence in school, higher education, and work. 4. Programs and strategies for nurturing intelligence, creativity, social competence, etc., including cross-cultural studies in gifted education. 5. Counseling aspects of gifted education as tasks of school psychologists, e.g., career counseling with gifted, counseling with families (parents), school counseling programs for gifted students. 6. Practical recommendations for (school) psychologists who are responsible for identifying and nurturing gifted students. (PsycInfo Database Record (c) 2023 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)

central questions to be tackled in this chapter are: (a) how predictable is excellent performance in school, university, and work / (b) what is the predictive value of a variety of information gathered in a variety of ways with respect to excellence in these three areas / focus on measures of ability as predictors, but information on other variables such as previous achievement, motivation, further personality variables, and environmental factors will also be taken into account (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

definitions of giftedness (and talent) abound in the literature / so numerous are the definitions that Stankowski [1978] found it necessary to extract a more synthetic view through a classification system in five categories: (a) after the fact definitions focusing on adult prominent accomplishments, (b) IQ definitions specifying a particular threshold score, (c) talent definitions emphasizing outstanding performance in specific artistic and/or academic fields, (d) percentage definitions varying from a generous 20% or more to a strict 3% or less and (e) creativity definitions stressing original and productive accomplishments in a particular field Stankowski's system emphasizes the two general components implicitly or explicitly present in most definitions and models: (a) a "what is" statement pertaining to the core nature of the construct, its central or prototypical elements and (b) a "to whom" or "how many" statement about the size of the population targeted by the label / these two statements correspond to the usual distinction, in logic, between the comprehension of a concept and its extension; these two components will be examined separately (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

programs offered to gifted and talented in the formal education framework often do not cater for children with a special talent to the extent that this can be done in professional centers / while these kinds of nurturing are still neglected in many countries, they are quite popular in Israeli universities, science centers and museums / [provide] examples of out-of-school education which illustrate the possibilities of such opportunities [with 4th–12th graders] (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

mentoring will be presented as one of the most effective ways of helping gifted students actualize their potentials / the nature of mentorship will be discussed in historical perspective, various existing means of providing gifted students with mentors will be explored, and . . . a model of life-stage mentoring will be proposed / this model integrates the accumulating evidence concerning developmentally appropriate role models for the gifted into a systematic approach utilizing different mentors to meet the needs of the gifted at various phases of their lives (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

focuses on the respective roles of cognitive ability and domain-specific knowledge in predicting exceptional performance developmental research on giftedness and its impact on later performance is briefly reviewed / an overview of research dealing with expertise in adulthood is provided / after a summary of the most important findings, theoretical assumptions and models concerning the process of acquiring expertise derived from this research with adults will be discussed in more detail / developmental research on knowledge acquisition based on research with children will be reviewed / the basic goal is to assess the generalizability of findings from work with adult experts to child samples and to broaden the perspective by adding data from prospective studies on the development of expertise to the predominantly retrospective inferences of acquisition processes derived from studies with adults / theoretical models are introduced that describe possible relationships between aptitude and the acquisition of expertise (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Discusses the influence of parents and families on fostering giftedness in children. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create) individual differences within families [direct family and parental influences, use of language, interaction, imitation, roles, promotion of motivation, self-efficacy and motivation, improving motivation through feedback, social cognition] / evidence of family influence on giftedness from longitudinal research [family effects, gender, family progress, effects of pressure, disadvantage, being gifted and different] (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

the need for leadership education for all people will be explored, but particularly for gifted students / a fundamentally different interactive model and approach to leadership development will be suggested / this approach focuses on developing self leadership and building specific strategies such as productive thinking, feeling and behavioral strategies to influence ourselves and others / self leadership through modeling will be examined, with the focus on a leadership program (Texas Governor's Honors Program) as an example of how to develop leadership in adolescent gifted students an individual leader who represents interactive leadership, General Dwight D. Eisenhower, former president of the US and founder of the Citizen Ambassador Program will be discussed / the program of People to People International for several years developing personal leadership in teachers and administrators by planning and conducting leadership seminars in Russia, Hungary, China and Vietnam will be described (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)

what has research told us about the identification and education of talented disadvantaged and culturally different children / what has been the nature of practices designed to find and educate them / what are some research initiatives and implications for future research and development activities / addresses these questions through a review of relevant research and practice focuses on characteristics of talented children in either or both groups and descriptions of conditions that affect their display of talents / focuses on issues and problems related to the use of tests to determine eligibility for talent development programs / [discusses] programs and curricula designed to address the educational needs of talented disadvantaged and culturally different children / provides suggestions for future research and development (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

provides a review of available program structures that can be used for the benefit of gifted individuals generally and deals with the tasks of setting goals, developing standards and writing plans appropriate to individual children's needs / strategies for developing and implementing individualized and differentiated curricula are discussed by presenting a variety of models which could be synthesized to develop curricula to meet the needs of gifted children with special focus on integrating human functions in the process / this includes ways of developing responsive learning environments, strategies for an integrating learning approach and ideas for extending the learning into the community / there is a discussion on the future role of research in this area (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Discusses methods for identifying and intervening with underachieving gifted students. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create) underachieving gifted students / definitions of underachievement / identification of gifted underachievers / onset of underachievement: the preschool gifted underachievers [gifted children at risk of underachievement, unwanted children, rejected children, children of divorced parents, highly creative children, gifted girls, culturally different gifted students, children with learning disabilities] / causes and characteristics of underachievement / characteristics of underachievers [personality, need achievement and fear of failure, need affiliation, fear of success, behavioral characteristics, school related factors] / curriculum and teaching methods / intervention treatment of academic underachievement (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

describe, first, the rationale for conducting research with young, gifted children; second, some general questions about the development of young, gifted children concerning which reliable data have been accumulated; and third, the evidence available about family and group environments that may promote advanced development (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Discusses social and emotional deficits and difficulties in gifted children. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create) definitional issues / what are the social-emotional needs of gifted children / needs and types of problems likely to occur [endogenous problems, internal dyssynchrony, peer relations, perfectionism, avoidance of risk-taking, excessive self-criticism, multipotentiality, existential depression, handicapped gifted, exogenous problems, expectancies by others, family relations, power struggles, enmeshment or confluence, mistaking the abilities for the child, sibling relations, parental understanding, change and location factors] / approaches to preventing or ameliorating problems [preventive guidance approaches, advocacy approaches, counseling and psychotherapy approaches] (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Discusses the role of developmental counseling in helping children cope with the problems and complexities that result from being gifted. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)

deal with the questions of how we decide what to assess in the identification of the gifted, and with alternative approaches to such assessment / consider the criteria used to assign the label of "giftedness" / consider alternative perspectives on intellectual giftedness, and the kinds of measures that derive from each (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)