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Presents an investment view of creative giftedness (CRG); discusses identification of the gifted; and addresses the resources necessary for CRG, the interaction of resources, and the domain specificity of CRG. The investment concept suggests that individuals must attempt to "buy low and sell high" to achieve creativity. In other words, they propose ideas that initially seem odd, out of sync with the ideas of others. Over time, however, these gifted individuals bring these ideas to fruition, convince other people of the worth of their ideas, and then metaphorically sell the ideas when these ideas are at a "high price." They then move on to the next novel idea. To buy low and sell high, one needs a combination of 6 resources that function interactively: intelligence, knowledge, style of thinking, personality, motivation, and environment. Each of these resources and its role in CRG are described. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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In contrast to intellectual giftedness reflected in high academic performance and often measured by IQ tests, there is growing recognition that other forms of giftedness exist. This paper focuses on creative giftedness, defined as high potential to produce work that is original and context appropriate. After a brief introduction to the psychological basis of creative giftedness, the role of school context in the development of creative potential is highlighted. Then an empirical study suggesting that creative potential is influenced by educational context is presented; pupils attending traditional and Montessori schools in France were compared on a set of creativity tasks in both the graphic and verbal domains. Cross-sectional and longitudinal analyses were conducted as children were seen at two measurement occasions, with approximately one year delay. Results indicated greater scores on measures of creative potential for children in the Montessori context. The discussion situates the results in a broader context of issues concerning the development of creative giftedness through education. (PsycInfo Database Record (c) 2020 APA, all rights reserved) (Source: journal abstract)
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Numerous authors propose that creativity is an important component of giftedness. Creativity—the capacity to generate ideas that are new and adaptive—will be examined in terms of its neurocognitive, conative and environmental foundations. For example, research indicates that gifted children show a high degree of integrated interhemispheric coordination favouring cognitive flexibility and divergent thinking. Furthermore, concerning conative factors, such as curiosity, perfectionnism, a thirst for knowledge, and novelty-seeking are linked to high creative potential. In terms of the environment, research shows that some pedagogies improve children's creative potential. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)
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This article provides an introduction to the special issue "Intelligence, creativity and giftedness". Intelligence, creativity and giftedness are often studied separately. Journals and conferences are mainly focused on just one of these topics. However their joint examination presents interest in theoretical, social and practical respects. The articles of this special issue reflect the cooperation initiated by researchers from Germany, France and Russia. This cooperation lead to a number of conferences held in Moscow, Paris and Muenster with the large international participation. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
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This reprinted chapter originally appeared in Gifted Child Quarterly, Vol 37(1), Win 1993, 7-15. (The following abstract of the original article appeared in record 1994-01215-001.) Presents an investment view of creative giftedness (CRG); discusses identification of the gifted; and addresses the resources necessary for CRG, the interaction of resources, and the domain specificity of CRG. The investment concept suggests that individuals must attempt to "buy low and sell high" to achieve creativity. In other words, they propose ideas that initially seem odd, out of sync with the ideas of others. Over time, however, these gifted individuals bring these ideas to fruition, convince other people of the worth of their ideas, and then metaphorically sell the ideas when these ideas are at a "high price." They then move on to the next novel idea. To buy low and sell high, one needs a combination of 6 resources that function interactively: intelligence, knowledge, style of thinking, personality, motivation, and environment. Each of these resources and its role in CRG are described. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)
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our conception of giftedness differs from many conventional ones in three key ways / [examine] the cognitive . . . including both personality and motivational aspects of the psyche as integral parts of giftedness / [suggest] that a major determinant of whether a child is labeled gifted does not depend on the child at all, but rather upon the environment in which the child develops and is evaluated / our model is neither a strictly additive one nor a multiple-threshold one: rather it is an interactive one / the six facets of our model are aspects of intellectual processes, knowledge, intellectual style, personality, motivation, and context (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: chapter)
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This chapter develops the perspective of giftedness in France implemented at the National Center for Assistance to children and adolescents with High Potential (CNAHP). First, we present the debate about the terminology used to describe gifted children in France which varies according to the underlying theoretical conceptions and representations (e.g., gift, precocity, talent, or potential). The term high potential has been preferentially chosen given that it reflects both the cognitive capacities of children and adolescents (high intellectual and/or creative potential), and the fact that this potential can be expressed or inhibited by their difficulties (emotional, behavioral, and/or school problems).Then, the multidimensional and integrative approach to identify high intellectual and/or creative potential at the CNAHP is examined. We propose a model that highlights the central role of the environment in the development of intellectual/creative potential in children, notably their family, school, and societal environment. Four main environmental factors contribute to the development and expression of children’s high potential: fostering and sustaining motivation, providing opportunities of enrichment, valuing effort, and offering support for the child. After identification of the child’s profile (based on cognitive, conative, and psycho-affective assessments) in order to understand better the child’s needs and possible difficulties, the objective of the CNAHP, presented in the last part, is to provide appropriate care, enhance children’s well-being, and enable them to express and develop their potential. Simultaneous interventions are conducted in the family, school, and societal environments in collaboration with parents, teachers, and caregivers, taking into account the motivation, enrichment, effort, and support factors. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)
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The authors grapple with the fundamental questions surrounding creative giftedness and talent, addressing issues of definition, development, identification and education. They recommend infusing creativity into teacher development, as well as taking it into consideration in gifted identification and curriculum design and delivery, and also affirming the importance of supporting the development of creative giftedness in all students. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)
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