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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)

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)

during the last few decades a change has been taking place in the concepts of giftedness and talent as they are featured in research literature / whereas until ten or fifteen years ago the field was dominated by one-dimensional giftedness concepts and corresponding IQ measurements, a large majority of more recent models are based on multidimensional or multifactorial psychometric concepts of intelligence international trends and topics of recent research on giftedness and talent / psychometric versus cognitive psychological paradigms: different tasks and functions / expert–novice paradigm, cross-cultural and other approaches in the field of giftedness research / desiderata in the research on giftedness and talent [deficiencies in the field of basic research, deficiencies in the field of applied research, desiderata in the research on gifted education, desiderata in the research on gifted identification and counseling, evaluation] / research on giftedness and responsibility (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

[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)

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)

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)

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)