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This article serves as a primer to make the neuroimaging literature more accessible to the lay reader and to increase the evaluative capability of the educated consumer of cognitive neuroscience. This special issue gives gifted education practitioners and researchers a primary source view of current neuroscience relevant to modem definitions and conceptions of giftedness while helping readers understand the methods of modem cognitive neuroscience. A second goal of this special issue is to increase readers' scientific literacy to generate a clearer understanding of both the utility and limitations of neuroimaging studies and a set of operating principles to employ when reading about neuroimaging studies from both primary and secondary sources. The potential for cognitive neuroscience to impact education has been an issue of high interest and rigorous debate, and international communities of educators and scientists have convened to explore potential intersections. Added to this, multiple and myriad definitions of giftedness make the exercise of exploring the nature of human ability and performance psychometrically and scientifically challenging. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)
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The articles in this issue span from investigating relationships between brain structure and human intelligence, neuropsychological profiles of savants, functional brain patterns of mathematical processing in gifted adolescents, and functional brain patterns of fluid analogizing to a proposed, expanded model for locating studies of twice-exceptional individuals within medical models of disability. Each of these articles represents one or more important pieces of work that comment on the biological nature of ability and performance. While the number of individuals who could contribute to this topic from a primary source point of view are few, there is much ground to cover in this emerging field. Imaging methods themselves are highly technical and sophisticated yet still yield very rudimentary knowledge about the brain contingent upon narrow and conditional contexts for interpretation. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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Presents an interview with Michael W. O'boyle, is professor in the Department of Human Development and Family Studies, Texas Tech University, and Adjunct Professor of Pharmacology and Neuroscience, School of Medicine, Texas Tech University Health Sciences Center. His research has been pushing back the frontiers of giftedness by revealing intriguing connections between neuroscientific investigations and mathematical high ability. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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As neuroimaging technologies increase their sensitivity to assess the function of the human brain and results from these studies draw the attention of educators, it becomes paramount to identify misconceptions about what these data illustrate and how these findings might be applied to educational contexts. Some of these neuromyths have influenced our understanding of giftedness and visuospatial ability. One common neuromyth regarding visuospatial talent (VST) is that of hemispheric lateralization, the idea that the discrete abilities of VST are associated with activations identified primarily in the right hemisphere of the brain. This article reviews the behavioral and neuroimaging literature to trace and untangle the origins of this misconception, parsing our current understanding of brain functions associated with VST and giftedness in order to dispel the myth of hemispheric lateralization and offer a more comprehensive account for the observed functional asymmetries. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)
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The current knowledge base in the area of twice exceptionality, particularly regarding those students with learning disabilities, includes both empirical research from the neurosciences and lessons from practice, where clinical and educational programs have sprouted to provide support and an organizational identity for twice exceptionality. Twice exceptionality is not a diagnosis widely accepted and supported in mainstream education. Notably, little epidemiological data exist to provide incidence or precedence for it, because it extends across several populations of disability and because no central definition exists for giftedness. However, information from empirical and epidemiological research, case studies, assessment, and current models of practice provides the fundamental knowledge necessary to advocate for and serve these special gifted children, poised to contribute to the world in extraordinary ways with their unique skills and talents. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)
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This summary will explore the coexistence of intellectual giftedness and Attention Deficit/Hyperactivity Disorder (ADHD), two disparate, complex conditions that present additional complexities when they are present in the same person. Because these complexities manifest themselves uniquely and on an individual basis, and because of the limited research on the combined gifted/ADHD condition, it is necessary to understand each construct singly in order to frame a discussion of the combined condition. Research pertaining to the underlying physiology, diagnostic methods, and intervention strategies that are relevant to the combined condition will be the focus of this discussion. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: chapter)
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