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The articles in this issue of Gifted Child Quarterly include three studies on psychological characteristics of giftedness, including attributional style, overexcitabilities (OEs), and social and racial identity. Another article details work on an instrument to identify pools of potentially gifted students, and a fifth presents the practical implications of a well-known theory of giftedness. In second article, the construct of OEs in gifted children is described but with an interesting new twist: Examined the role of parents’ excitabilities on their children’s scores. Third article studied the social identities of gifted students and specifically the role of identification with one’s ethnic group and other groups on self-esteem and academic achievement. Fourth article describes new instrument for selecting a potential pool of students to assess for giftedness is presented. Fifth article give an account of the use of qualitative research methods within the field of gifted education. In third article the attributional patterns of three different groups of mathematically gifted individuals—from highly gifted to mildly gifted are discussed. Last article offers a somewhat lighthearted yet interesting and thoughtful look at the implications of his Differentiated Model of Giftedness and Talent (DMGT) for practice. (PsycInfo Database Record (c) 2020 APA, all rights reserved)
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This issue of Gifted Child Quarterly includes five excellent articles on a variety of topics including underachievement, the implications of a conceptual model of giftedness for educational practice, gifted teachers’ attitudes toward technology, longitudinal outcomes of participation in an early college entrance program, and the role of honors’ colleges in the talent development of gifted individuals. Collectively, the articles address several important issues regarding the social and emotional development of gifted children and the impact of educational interventions on the lives and achievement of talented young people. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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Discusses factors relevant to the transition from childhood giftedness to adult creative productiveness. The environmental conditions of creative producers result in responses that include the development of several key personality characteristics or coping strategies, such as a preference for time alone, an ability to cope with high levels of anxiety or tension, freedom from conventionality, and the use of intellectual activities to fulfill emotional needs. Conditions in the environment often result from some kind of stress within the family, which is partly a function of characteristics of the family, characteristics of the broader context surrounding the family, and characteristics of the child. Individuals turn to achievement and creative productivity, rather than delinquency or mental illness, because they may be physically and psychologically able to withstand more stress. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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The family has very powerful effects on the developing child, impacting attitudes, beliefs, opportunities, habits, and personality traits. The family plays a critical role in determining who a child becomes and what he or she accomplishes. For a child with talent, the influence of the family can be the determining factor as to whether the ability is developed to a high level or not. We all know individuals who are very accomplished and successful despite less than advantageous family circumstances or even truly awful ones and similarly, individuals with seemingly loving and supportive families who do not live up to their potential. In this chapter, we will explore some of the reasons why these different outcomes occur with a focus on the psychological aspects of family functioning as they affect talent development. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: chapter)
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In this chapter I review research related to the practices within the field of gifted education. Talent-giftedness is a phenomenon that greatly interests our society. However, educators have a somewhat ambivalent attitude toward giftedness and gifted children. There is no agreed-upon definition of giftedness to guide practice and programs as there is with other special categories of children and no federal mandate to serve gifted children. As a result, the kinds of services available to gifted children in schools vary widely. I try to capture that variability and the issues that frame practice and theory within this emerging field of psychology and education. Topics include: (1) conceptions of giftedness; (2) issues in defining giftedness and talent; (3) indentification of gifted children; (4) gifted education and the law; (5) instructional issues; and (6) the future of gifted education. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)
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"Conceptual Foundations and Theoretical Lenses for the Diversity of Giftedness" / L. M. Cohen et al "Theory and Research on Curriculum Development for the Gifted" / J. VanTassel-Baska "The Schoolwide Enrichment Model" / J. S. Renzulli and S. M. Reis "Instructional Psychology and the Gifted" / H. Gruber and H. Mandl "Education and Development of Verbally Talented Students" / P. Olszewski-Kubilius and S. P. Whalen "Nurturing Talents/Gifts in Mathematics" / W. Wieczerkowski et al "Talent Development in Science and Technology" / M. C. Pyryt "Promotion of the Gifted in Vocational Training" / R. Manstetten "Giftedness: The Ultimate Instrument for Good and Evil" / A. J. Tannenbaum "New Trends in Research on Moral Development in the Gifted" / A. Pagnin and O. D. Andreani "Programs and Strategies for Nurturing Creativity" / A. J. Cropley and K. K. Urban "Developing Gifted Programs" / S. M. Moonand H. C. Rosselli "Academic Competitions and Programs Designed to Challenge the Exceptionally Talented" / J. R. Campbell et al "Evaluation as a Critical Component of Program Development and Implementation" / C. M. Callahan "Cross-cultural Studies in Gifted Education / L. Hernández de Hahn (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)
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