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Although numerous studies have compared cognitive and motivational characteristics between gifted versus nongifted students, research comparing those characteristics among different types of gifted students has not kept up with the theoretical development that saw a transition from unidimensional to multidimensional conceptualizations of giftedness. This study compares cognitive and motivational characteristics of high school students who are academically gifted in math, creatively talented in math, and nongifted. Whereas no differences were found among the three groups in their beliefs about ability, most of the other characteristics examined in the study distinguished the three groups. Academically gifted female students reported expending more effort than did academically gifted male students. Creatively talented males put forth more effort than academically gifted males, and the creatively talented in general used more cognitive strategies than the academically gifted. Overall, students who were either academically gifted or creatively talented in mathematics perceived that they were self-efficacious in general, used cognitive strategies, perceived their math ability and math self-efficacy to be high, and valued learning math more so than their nongifted age peers. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)
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Examined the construct validity of the 4 × 4 Structure of Giftedness Model in which giftedness is conceptualized in terms of 4 categories (i.e., general intellectual ability, specific intellectual ability, general original/creative thinking, and specific reactive talent) in 392 junior (Grades 7–9) and 381 senior (Grades 10–12) students. Ss were not limited to those with high IQ scores but rather represented the wide range of abilities and talents postulated by current multidimensional conceptualizations of giftedness. Six alternative models were evaluated and compared with respect to a number of goodness-of-fit indices to determine which model fit the data best. The best fit was the 4-factor model. Results contribute to the conceptual clarification of the diverse abilities that characterize intellectually and creatively gifted individuals, particularly those whose talents lie in the verbal domain. (PsycINFO Database Record (c) 2019 APA, all rights reserved)
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This study examined the influences of the family environment on the development and realization of scientific giftedness in 130 male high school seniors. The respondents were candidates for a special program of the Israeli Defence Force with excellent school grades in science subjects. The results of a 13-yr follow-up show that better achievements in adulthood were observed in Ss with educated parents and Ss who had grown up in moderate-to-large-sized families. Those Ss recognized as scientifically successful when adults reported an encouraging and well-structured family surrounding, with very little conflict. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: book)
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present a theoretical formulation and empirical evidence to support our position that the exclusive use of formal school-oriented predictors of intelligence and school grades forfeits the identification of a great deal of talent / suggest that examining out-of-school activities in children helps find hidden abilities and reduce talent loss / Milgram's 4 X 4 Model of the structure of giftedness provides the rationale for expecting that measures of creative thinking and creative leisure activities may be more valid predictors of remarkable life accomplishments than tested intelligence and school grades present the results of an 18-yr longitudinal study in which this prediction was investigated / sample size was 48 (20 men and 28 women) / Ss ranged in age from 34 to 36 yrs (PsycINFO Database Record (c) 2019 APA, all rights reserved) (Source: chapter)
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