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  • L. M. Terman's (1925) pioneering longitudinal study of 1,500 gifted children provided salient base data for the development of thought on the gifted, but had some design problems that included limitations relative to the concept of intelligence and sampling bias. Today, expanded concepts of giftedness include the recognition of varieties of giftedness such as general intellectual ability, creative or productive thinking, specific academic aptitude, psychomotor abilities, leadership ability, and visual and performing arts abilities (though the latter two cannot yet be readily measured). Other important advances include the use of creativity for educational facilitation, the understanding of the developmental correlates of creativity during discrete stages, and their educational implications. (15 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

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