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On the basis of findings from the expertise research, the authors discuss 3 reasons for the deficits of giftedness research in the field of vocational training: the emphasis put on general giftedness factors and the insufficient attention paid to the domain specificity of exceptional performances and to the course of expertise development. As a consequence, a giftedness model is suggested that combines the traditions of giftedness research with those of expertise research. In addition to a person's internal performance dispositions, favorable personality characteristics, and environmental features, the authors primarily focus on the active learning process where domain-specific expertise is acquired. Consequences for practical diagnosis and the advancement of gifted persons in the vocational area are considered. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

After a brief introduction the theoretical basis of the Munich High Ability Test-Battery (MHBT) will be outlined in the first part of the article. The MHBT has been developed in the framework of the Munich longitudinal study of giftedness and talent. The MHBT includes not only cognitive predictors measuring several dimensions and types of giftedness concerning intellectual, creative or social abilities etc., but also giftedness-relevant non-cognitive personality and social moderators measuring interests, motivations, learning emotions, self-concepts or family and school climate, educational style, quality of instruction, etc. The MHBT-instruments (different scales and dimensions) are described in greater detail. In the second part of the article, after dealing with the objectivity, the reliability, and the validity of the MHBT, the authors discuss the standardization procedure including the development of grade-based T-norms respectively as well as several talent-profiles, e.g. of gifted achievers vs. underachievers, intellectual, creative, social talents or linguistic, math, science talent profiles etc. Finally, examples of talent search for gifted programs and case studies on the basis of MHBT should illustrate multidimensional identification procedures. The MHBT fulfills the most relevant assessment tasks belonging to the gifted educational and counseling practice. The usefulness of the MHBT in the framework of giftedness research as well as of gifted program evaluation studies has also been proven in the last decade. Hence the MHBT offers many opportunities to assessing giftedness and talent. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

It is of major importance to use psychological tests and questionnaires that are carefully constructed so that their reliability and validity can be determined in different (sub)cultures (Campbell & Tirri, 2004). However, a necessary prerequisite for this is the development of solid conceptual constructs. Otherwise, the researcher runs into the danger of empirically collecting data and loosing touch with reality. A theory-free empirical approach also makes it difficult to relate findings to other psychological research. We first show why and how the Munich Dynamic Ability-Achievement Model (MDAAM) evolved from the Munich Model of Giftedness (MMG). We will then illustrate how the MDAAM can stimulate and structure theoretical and empirical research. The MDAAM can be used as an integrative model of giftedness, talent, expertise, and achievement and could this way bridge the gap between the process-oriented approaches of cognitive studies as well as expertise research and psychometric studies in the field. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Studied giftedness, defined as individual cognitive, motivational, and social potential to perform at a high level in 1 or more of the following areas: intelligence, creativity, social competence, artistic ability, and psychomotor ability. Human Ss: Normal male and female German schoolage children and adolescents (a large national sample divided into 6 age cohorts: 1st–11th graders). Parameters of giftedness were measured from 1986 through 1988. A 2-stage longitudinal study was conducted: (1) screening and differential testing to measure personality variables and study parameters of the social environment that affect giftedness and (2) development and analysis of academic achievements, with consideration of the effects of personality and environmental factors. Tests used: The German variant of the California Achievement Tests and the Torrance Tests of Creative Thinking. (English abstract) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

[reports on studies conducted to clarify aspects of the interrelation of strategy use, metamemory, and giftedness] / purpose of study 1 was to investigate whether typical findings on metamemory and strategy use in normal samples can be found in gifted children as well / [Ss were 217 2nd graders and 268 4th graders] study 2 was planned as an intensive study (single experimental sessions) of the strategy behavior and metamemory of [2nd and 4th graders] of different levels of giftedness study 3 [examined] whether (transfer) effects of a metamemorial intervention depend on the level of giftedness [Ss were the same as in study 1] (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

[describes] an educational-psychological research project, the Munich Longitudinal Study of Giftedness . . . carried out [from 1985 to 1989] / data from gifted students were collected in three waves from 1986 to 1988 starting with a large multiregional sample of 26,000 students [grades 1 through 13 within the German school system] in six cohorts / in 1989, a replication study was begun in Moscow by a team of psychologists at the Academy of Pedagogical Sciences of the USSR / a data collection point for the German sample is planned for 1993 giftedness model underlying the Munich Longitudinal Study / design of the study / sample and method / results for the first phase of the study (identification phase) / results of the second phase of the study (longitudinal phase) [the predictive validity of the test battery, results concerning the typological concept of giftedness, the influence of environmental factors on the performance of gifted students, changes in cognitive and noncognitive features, personality characteristics of gifted secondary school students] / results of the interview study [validity of the questionnaires, developmental conditions] (PsycINFO Database Record (c) 2019 APA, all rights reserved) (Source: chapter)

A decisive factor in the determination of effective gifted education is the fit between the individual cognitive and noncognitive (e.g., motivational and other personality) factors of the developmental and learning processes on the one hand and the environmental influences that are mainly from the social settings of family, school, and peers on the other hand. This chapter is based on multidimensional conceptions of giftedness and talent, such as the Munich Model of Giftedness (MMG), as well as on interaction models, such as the Aptitude-Treatment Interaction (ATI) by Cronbach and Snow (1977) and Corno and Snow (1986). When considering the MMG as an example of a multifactorial conception of giftedness, along with the recently developed dynamic process approach to this model (Munich Dynamic Ability-Achievement Model of Giftedness [MDAAM]), the following questions arise: How should gifted individuals be identified and instructed? And how should their learning outcomes or excellent performance be assessed? These and other questions will be answered according to the MMG and the MDAAM, respectively. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)

provide a concrete practical orientation . . . , focusing on indicators of high ability [in young children] / begin with definitions of high ability as a theoretical framework / focus on selected sets of indicators which are frequently cited in the literature: general psychometric measures, more or less stable components of the cognitive apparatus, including motivational characteristics, and also early expertise in selected fields of achievement the following components of high ability will be reviewed: attention and habituation, memory capacity and durability, memory efficiency, sleep, knowledge base and strategies, strategy use, metacognition and executive control, causal attribution, and curiosity and interests / indicators to do with specific areas of achievement such as language, numerical/mathematical expertise, or (precocious) reading and writing will be summarized / socialization variables influencing development of high ability will be discussed, primarily the question of how certain social conditions, especially caretaker–child interactions can affect a child, fostering exceptional learning and cognitive abilities / practical applications of the findings, as well as ages and domains where they are appropriate will be discussed / related problems in the interaction of promise of development and its fulfillment will also be addressed (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

[book section covering several chapters] "Forms of Giftedness in Children and Adolescents: Current Results of a Longitudinal Study" / Kurt A. Heller and Christoph Perleth / based on the results from a longitudinal study, differences between gifted and normal students in West Germany are discussed "A Follow-Up Study of Gifted Children, with Special Attention to Girls" / Di Bretherton and Ingrida Liepins / reports on a study of nine girls who were identified as being gifted (IQ greater than or equal to 130) in early childhood, and followed up after a period of approximately six years "The Effect of Grade Repetition on the Academic Performance and Social/Emotional Adjustment of Infants and Primary Students" / Dianna Kenny / examined the effects of repetition on the academic performance and social/emotional adjustment of students in grades one to five "The Effect of Three Remedial Strategies on Two Groups of Pupils" / Elisabeth Sander / examines the impact of three remedial strategies on learning of a specific mathematical task, used with children of higher and lower intelligence "Social Intelligence as a Factor Contributing to the Personal Competence of Mentally Retarded Adolescents " / Jane L. Mathias / the importance of social functioning is . . . evident among intellectually disabled young people / social skills are taken as an important defining quality of mental retardation / while supporting a distinction between social competence and adaptation, she casts doubt on the adequacy of a well-accepted model of social intelligence (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: book)

"Identification of Gifted and Talented Youth for Educational Programs" / John F. Feldhusen and Fathi A. Jarwan "Dynamic Assessment of Gifted Students" / Lannie Kanevsky "Early Identification of High Ability" / Christoph Perleth, Tanja Schatz and Frank J. Mönks "Prediction of Excellence in School, Higher Education, and Work" / Günter Trost (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)