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Discusses results of an analysis of the US publications Annual Review of Psychology and Journal of Educational Psychology with regard to the tasks of educational psychology and the status of giftedness research and promotion within the field of educational psychology. The analysis reveals a lack of agreement concerning the goals of educational psychology and inadequate attention to the field of giftedness. The role of values in guiding educational psychology is noted, and the need for integration of theoretical and empirical approaches in giftedness research and promotion is discussed. (English abstract) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

relate the issues of definition and identification [of giftedness] to the issue of psychological development triadic interdependence: a multi-factorial model of giftedness / provisions for gifted pupils / homogeneous versus heterogeneous grouping / Montessori education and the very able child (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

the primary question in developmental research on the gifted is no longer whether nature or nurture is the most basic, but rather what kind of interaction between the two occurs, and how does this influence development / in other words, what results from the interaction of specific individual traits and experiences in a given social and cultural environment / human development is generally regarded as a process of interaction between individual characteristics and environmental opportunities describe and discuss prevailing developmental theories / the diversity of definitions of giftedness will be outlined / it will become evident that some versions of the nature vs nurture controversy remain / existing and ongoing research demonstrates that only longitudinal studies can provide evidence about the relative contribution of nature and nurture to the development of gifted individuals / instructional and educational provisions will be discussed from a developmental perspective (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Summarizes the research findings relating temperament characteristics to intelligence and giftedness in children and adolescents. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: create)

does giftedness only exist in the classroom / if not, then in our African context how can we establish a bridge between giftedness both outside and inside the school context / indicated the problem that many [studies and programs] on the gifted child center around cognitive abilities of children, completely ignoring the affective and other areas of giftedness—or aren't there other areas besides the cognitive [presents] a case study of one education system, the Ghana education system (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

discuss the central characteristics, advantages and problems of the two basic approaches of research [on the determinants of outstanding academic achievement and the development of giftedness]: cross-sectional and longitudinal studies / on the example of a combined cross-sectional and longitudinal study which is being carried out at [the Institute für Test- and Begabungs-forschung, Bonn, Germany] and which includes both highly gifted persons and a nationally representative sample I will illustrate the respective research designs (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

Examines the relationship between test anxiety and academic performance in 140 Israeli fourth grade students administered screening tests for giftedness. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: create)

the theory of co-incidence attempts to identify the major sets of forces that participate in the process of development and to comprehend how they work / the theory will be successful to the extent that it identifies critical facets of the process of change, specifies how these facets interplay to catalyze developmental or positive change and explains all known situations, including the most extreme ones such as the [child] prodigy and the prodigious savant use the theory of co-incidence to try to organize some of what is known about Mozart so that we may better comprehend him (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

thesis is that in our planning for high ability students, certainly we must enable them to acquire the knowledge, understandings, skills and insights needed for superior performance but, just as important, we must facilitate their dealing with their beliefs, feelings, motives, values, and attitudes as these relate to self-actualization and productive performance / we need to systematically develop and nurture talent potential to the highest degree possible from cognitive, social and affective perspectives (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

[discusses] the problems and issues associated with the identification of [hidden] gifted students / the term hidden gifted applies to numerous subgroups, variously referred to in the literature as gifted/LD [learning disabled], gifted handicapped, at-risk gifted, culturally different gifted, rural gifted, gifted underachievers, and gifted females (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter) Describes a study currently in progress consisting of screening, in-depth assessment, and intervention with students in grades 4, 7, and 10 in fifteen schools in a Canadian city in an effort to ameliorate many of the limitations of traditional research in the identification of hidden giftedness. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: create)

Explores whether individual differences in cognitive abilities are controlled by genetic factors. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: create) genetics of cognitive abilities in rats / genetics of human cognitive abilities / the role of the environment in the expression of genes / effects of rearing conditions on brain development (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

[book section covering several chapters] "Self-Concept of Gifted Students: Patterns by Self-Concept Domain, Grade Level, and Gender" / Nicholas Colangelo and Susan Assouline "Intelligence, Gender and Self-Esteem" / Fellyanka Stoyanova "Self-Concept of Chinese and Dutch Gifted and Non-Gifted Children" / Willy Peters, Hongli Ma, Franz Mönks and Guohua Ye "The Relationship Between Family Structure and Self-Esteem in Gifted Children" / Alper Sahin (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: book)

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)

Discusses the influence of parents and families on fostering giftedness in children. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create) individual differences within families [direct family and parental influences, use of language, interaction, imitation, roles, promotion of motivation, self-efficacy and motivation, improving motivation through feedback, social cognition] / evidence of family influence on giftedness from longitudinal research [family effects, gender, family progress, effects of pressure, disadvantage, being gifted and different] (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

the need for leadership education for all people will be explored, but particularly for gifted students / a fundamentally different interactive model and approach to leadership development will be suggested / this approach focuses on developing self leadership and building specific strategies such as productive thinking, feeling and behavioral strategies to influence ourselves and others / self leadership through modeling will be examined, with the focus on a leadership program (Texas Governor's Honors Program) as an example of how to develop leadership in adolescent gifted students an individual leader who represents interactive leadership, General Dwight D. Eisenhower, former president of the US and founder of the Citizen Ambassador Program will be discussed / the program of People to People International for several years developing personal leadership in teachers and administrators by planning and conducting leadership seminars in Russia, Hungary, China and Vietnam will be described (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

the paradigm of the special education of the gifted in the school years involves the classification of individual members of a limited sample as "gifted" and then their participation in a giftedness nurturing program / the identification of gifted individuals therefore takes a place of considerable importance for the establishment of programs, alongside program design / numerous measurement instruments are available which are well suited to gain a reliable informational basis for the decisions to be made [presents] an overview of recommendations on identification design made by experts on gifted education / these recommendations will be considered scientifically / the decision theoretical model of selection decisions will be presented / its properties and methodological consequences for practice will be discussed / insights on the construction of social judgments and group decision making will be presented (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)