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"Conceptions of Giftedness from a Meta-theoretical Perspective" / Albert Ziegler and Kurt A. Heller "A History of Giftedness in School and Society" / Abraham J. Tannenbaum "Giftedness as Developing Expertise" / Robert J. Sternberg "Understanding the Complex Choreography of Talent Development Through DMGT-based Analysis" / Francoys Gagné "New Conceptions and Research Approaches to Creativity: Implications of a Systems Perspective for Creativity in Education" / Mihaly Csikszentmihalyi and Rustin Wolfe "Giftedness in Non-academic Domains: The Case of the Visual Arts and Music" / Ellen Winner and Gail Martino "Genius and Giftedness: Same or Different?" / Dean K. Simonton "International Trends and Topics of Research on Giftedness and Talent" / Kurt A. Heller and Neville J. Schofield (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)

A decisive factor in the determination of effective gifted education is the fit between the individual cognitive and noncognitive (e.g., motivational and other personality) factors of the developmental and learning processes on the one hand and the environmental influences that are mainly from the social settings of family, school, and peers on the other hand. This chapter is based on multidimensional conceptions of giftedness and talent, such as the Munich Model of Giftedness (MMG), as well as on interaction models, such as the Aptitude-Treatment Interaction (ATI) by Cronbach and Snow (1977) and Corno and Snow (1986). When considering the MMG as an example of a multifactorial conception of giftedness, along with the recently developed dynamic process approach to this model (Munich Dynamic Ability-Achievement Model of Giftedness [MDAAM]), the following questions arise: How should gifted individuals be identified and instructed? And how should their learning outcomes or excellent performance be assessed? These and other questions will be answered according to the MMG and the MDAAM, respectively. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)

focus specifically on factors relating to educational/vocational choice, exceptional educational/vocational achievements and gender differences within the gifted population / our research . . . is also aimed at program experimentation and refinement of well-known educational interventions draw on the longitudinal findings from SMPY [Study of Mathematically Precocious Youth] to illustrate key antecedents to gender differences in the physical sciences / describe the design of our study and its theoretical framework / [discuss] gender differences in actual achievement among the mathematically talented and some empirical findings involving gender differences on familiar as well as underappreciated variables critical for choosing to excel in math/science domains (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

discuss effective strategies and programs for nurturing those gifted in science and technology lessons from the sociology of science / lessons from the psychology of eminence / lessons from science education / exemplary models for developing scientific talent / part-time college courses / recommendations for nurturing talents/gifts in science and technology (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

provide a concrete practical orientation . . . , focusing on indicators of high ability [in young children] / begin with definitions of high ability as a theoretical framework / focus on selected sets of indicators which are frequently cited in the literature: general psychometric measures, more or less stable components of the cognitive apparatus, including motivational characteristics, and also early expertise in selected fields of achievement the following components of high ability will be reviewed: attention and habituation, memory capacity and durability, memory efficiency, sleep, knowledge base and strategies, strategy use, metacognition and executive control, causal attribution, and curiosity and interests / indicators to do with specific areas of achievement such as language, numerical/mathematical expertise, or (precocious) reading and writing will be summarized / socialization variables influencing development of high ability will be discussed, primarily the question of how certain social conditions, especially caretaker–child interactions can affect a child, fostering exceptional learning and cognitive abilities / practical applications of the findings, as well as ages and domains where they are appropriate will be discussed / related problems in the interaction of promise of development and its fulfillment will also be addressed (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

interest in creativity tends to focus on three principal issues: understanding the nature of creativity, methods and resources for identifying or measuring creativity, and methods, techniques, or programs for nurturing or developing creativity / the principal focus in this chapter will be the third of these issues four major purposes of this chapter are: first, to address briefly some basic issues of definition, so as to provide a common vocabulary for the chapter; second, to review, also briefly, the history or chronology of major themes in research on creativity development; third, to identify several areas about which there is a degree of agreement or consensus about creativity development, with specific emphasis on gifted education; fourth, to identify and describe briefly several critical issues in the field and several promising directions for future research on the topic (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

[book section covering several chapters] "Forms of Giftedness in Children and Adolescents: Current Results of a Longitudinal Study" / Kurt A. Heller and Christoph Perleth / based on the results from a longitudinal study, differences between gifted and normal students in West Germany are discussed "A Follow-Up Study of Gifted Children, with Special Attention to Girls" / Di Bretherton and Ingrida Liepins / reports on a study of nine girls who were identified as being gifted (IQ greater than or equal to 130) in early childhood, and followed up after a period of approximately six years "The Effect of Grade Repetition on the Academic Performance and Social/Emotional Adjustment of Infants and Primary Students" / Dianna Kenny / examined the effects of repetition on the academic performance and social/emotional adjustment of students in grades one to five "The Effect of Three Remedial Strategies on Two Groups of Pupils" / Elisabeth Sander / examines the impact of three remedial strategies on learning of a specific mathematical task, used with children of higher and lower intelligence "Social Intelligence as a Factor Contributing to the Personal Competence of Mentally Retarded Adolescents " / Jane L. Mathias / the importance of social functioning is . . . evident among intellectually disabled young people / social skills are taken as an important defining quality of mental retardation / while supporting a distinction between social competence and adaptation, she casts doubt on the adequacy of a well-accepted model of social intelligence (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)

"Identification of Gifted and Talented Youth for Educational Programs" / John F. Feldhusen and Fathi A. Jarwan "Dynamic Assessment of Gifted Students" / Lannie Kanevsky "Early Identification of High Ability" / Christoph Perleth, Tanja Schatz and Frank J. Mönks "Prediction of Excellence in School, Higher Education, and Work" / Günter Trost (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)

"Global Professionalism and Perceptions of Teachers of the Gifted" / Alexinia Y. Baldwin, Vialle Wilma and Catherine Clarke "Families: The Essential Context for Gifts and Talents" / Joan Freeman "Identifying and Educating Poor and Under-represented Gifted Students" / James H. Borland and Lisa Wright "Counseling Gifted Students" / Nicholas Colangelo and Susan G. Assouline "Underachievement in Gifted Children and Adolescents: Theory and Practice" / Willy A. M. Peters, Helga Grager-Loidl and Patricia Supplee "Attention-deficit/hyperactivity Disorder in Gifted Students" / Felice A. Kaufmann and F. Xavier Castellanos "Gender Differences in Engineering and Physical Sciences Among the gifted: An Inorganic-Organic distinction / David Lubinski, Camilla P. Benbow and Martha J. Morelock "Guiding Gifted Girls and Young Women / Barbara Kerr "Inclusive Education for Gifted Students with Disabilities" / Carolyn Yewchuk and Judy Lupart (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)

"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)

'National/Provincial Gifted Education Policies: Present State, Future Possibilities" / R. A. Rudnitski "Changing Paradigms for Gifted Education in the United States" / J. J. Gallagher "A Study of Education for High Ability Students in Canada: Policy, Programs and Student Needs" / J. A. Leroux "Gifted Education in Europe: Programs, Practices, and Current Research" / R. S. Persson et al "Russian Gifted Education in Technical Disciplines: Tradition and Transformation" / E. L. Grigorenko "Middle-East Region: Efforts, Policies, Programs and Issues" / T. Subhi and N. Maoz "Psychological Research on and Education of Gifted and Talented Children in China" / S. Jiannong and Z. Zixiu "Programs and Practices for Identifying and Nurturing Giftedness and Talent in Asia (Outside the Mainland of China)" / W.-T. Wu et al "Programs and Practices for Identifying and Nurturing Giftedness and Talent in Australia and New Zealand" / E. J. Braggett and R. I. Moltzen "The Status of Gifted Child Education in Africa" / C. A. Taylor and S. J. Kokot "Programs and Practices for Identifying and Nurturing Giftedness and Talent in Latin American Countries" / E. M. L. Soriano de Alencar et al (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)

"Conceptual Foundations and Theoretical Lenses for the Diversity of Giftedness" / L. M. Cohen et al "Theory and Research on Curriculum Development for the Gifted" / J. VanTassel-Baska "The Schoolwide Enrichment Model" / J. S. Renzulli and S. M. Reis "Instructional Psychology and the Gifted" / H. Gruber and H. Mandl "Education and Development of Verbally Talented Students" / P. Olszewski-Kubilius and S. P. Whalen "Nurturing Talents/Gifts in Mathematics" / W. Wieczerkowski et al "Talent Development in Science and Technology" / M. C. Pyryt "Promotion of the Gifted in Vocational Training" / R. Manstetten "Giftedness: The Ultimate Instrument for Good and Evil" / A. J. Tannenbaum "New Trends in Research on Moral Development in the Gifted" / A. Pagnin and O. D. Andreani "Programs and Strategies for Nurturing Creativity" / A. J. Cropley and K. K. Urban "Developing Gifted Programs" / S. M. Moonand H. C. Rosselli "Academic Competitions and Programs Designed to Challenge the Exceptionally Talented" / J. R. Campbell et al "Evaluation as a Critical Component of Program Development and Implementation" / C. M. Callahan "Cross-cultural Studies in Gifted Education / L. Hernández de Hahn (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)