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This chapter attempts to capture the nature of giftedness and talent by briefly tracing key studies, programs, and developments in the field. The author begins by defining the terms, using the U.S. Office of Education definition: Gifted and talented children are those identified by professionally qualified persons who, by virtue of outstanding abilities, are capable of high performance. These are children who require differentiated educational programs and/or services beyond those normally provided by the regular school program in order to realize their contribution to self and society. (p. IX) They then tackle such questions as what is giftedness? Who is gifted? Who is talented? How are giftedness and talent manifested? (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)

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)

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)

during the last few decades a change has been taking place in the concepts of giftedness and talent as they are featured in research literature / whereas until ten or fifteen years ago the field was dominated by one-dimensional giftedness concepts and corresponding IQ measurements, a large majority of more recent models are based on multidimensional or multifactorial psychometric concepts of intelligence international trends and topics of recent research on giftedness and talent / psychometric versus cognitive psychological paradigms: different tasks and functions / expert–novice paradigm, cross-cultural and other approaches in the field of giftedness research / desiderata in the research on giftedness and talent [deficiencies in the field of basic research, deficiencies in the field of applied research, desiderata in the research on gifted education, desiderata in the research on gifted identification and counseling, evaluation] / research on giftedness and responsibility (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

what has research told us about the identification and education of talented disadvantaged and culturally different children / what has been the nature of practices designed to find and educate them / what are some research initiatives and implications for future research and development activities / addresses these questions through a review of relevant research and practice focuses on characteristics of talented children in either or both groups and descriptions of conditions that affect their display of talents / focuses on issues and problems related to the use of tests to determine eligibility for talent development programs / [discusses] programs and curricula designed to address the educational needs of talented disadvantaged and culturally different children / provides suggestions for future research and development (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

provides a review of available program structures that can be used for the benefit of gifted individuals generally and deals with the tasks of setting goals, developing standards and writing plans appropriate to individual children's needs / strategies for developing and implementing individualized and differentiated curricula are discussed by presenting a variety of models which could be synthesized to develop curricula to meet the needs of gifted children with special focus on integrating human functions in the process / this includes ways of developing responsive learning environments, strategies for an integrating learning approach and ideas for extending the learning into the community / there is a discussion on the future role of research in this area (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Discusses methods for identifying and intervening with underachieving gifted students. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create) underachieving gifted students / definitions of underachievement / identification of gifted underachievers / onset of underachievement: the preschool gifted underachievers [gifted children at risk of underachievement, unwanted children, rejected children, children of divorced parents, highly creative children, gifted girls, culturally different gifted students, children with learning disabilities] / causes and characteristics of underachievement / characteristics of underachievers [personality, need achievement and fear of failure, need affiliation, fear of success, behavioral characteristics, school related factors] / curriculum and teaching methods / intervention treatment of academic underachievement (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

describe, first, the rationale for conducting research with young, gifted children; second, some general questions about the development of young, gifted children concerning which reliable data have been accumulated; and third, the evidence available about family and group environments that may promote advanced development (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Discusses social and emotional deficits and difficulties in gifted children. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create) definitional issues / what are the social-emotional needs of gifted children / needs and types of problems likely to occur [endogenous problems, internal dyssynchrony, peer relations, perfectionism, avoidance of risk-taking, excessive self-criticism, multipotentiality, existential depression, handicapped gifted, exogenous problems, expectancies by others, family relations, power struggles, enmeshment or confluence, mistaking the abilities for the child, sibling relations, parental understanding, change and location factors] / approaches to preventing or ameliorating problems [preventive guidance approaches, advocacy approaches, counseling and psychotherapy approaches] (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Discusses the role of developmental counseling in helping children cope with the problems and complexities that result from being gifted. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)

deal with the questions of how we decide what to assess in the identification of the gifted, and with alternative approaches to such assessment / consider the criteria used to assign the label of "giftedness" / consider alternative perspectives on intellectual giftedness, and the kinds of measures that derive from each (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Examines theories and research related to curriculum development for the gifted. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)

review the research on three groups of extremely gifted individuals: (a) investigations of the childhood and adolescence of individuals who as adults developed as "exemplary producers"; (b) early studies of children whose cognitive development, as indicated by their academic achievements, seemed remarkably beyond the norm of their age; and (c) studies since the 1920s of children whose scores on tests of cognitive ability placed them in the exceptionally gifted range of IQ 160+, regardless of whether or not these students were able to achieve their remarkable potential / the primary focus, however, will be on this latter group of studies and will present the key research, from the last 70 years, on this population of students (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)