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This study presents quantitative scientometric results on the development and main focus of publications on giftedness in the fields of psychology from German-speaking countries (PSYNDEX) and Anglo-American countries (PsycINFO) published between 1980 and 2014. In comparison with the literature on mental retardation/intellectual developmental disorders, the quantity of publications on giftedness (PSYNDEX: 1,066; PsycINFO: 8,572) amounts to one fifth. Both databases show a peak of publications in the 1980s and, again, a steady increase in publication numbers since the year 2000. For PSYNDEX, 38% of the publications refer to empirical studies with the quantity being rather stable since 2000. By contrast, 54% of the PsycINFO publications refer to empirical studies on giftedness and their number shows a steady increase since 2000. Approximately 80%of all publications refer to giftedness in school age (6–17 years old), while preschool age and adulthood are rarely studied. Publications focus mainly on giftedness in general cognitive, scholastic, mathematical, athletic, and musical ability while creative, verbal, nonverbal, or figural-spatial abilities are rarely studied. The implications of the results for research on giftedness are discussed. (PsycINFO Database Record (c) 2017 APA, all rights reserved) (Source: journal abstract)
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This editorial briefly describes the articles featured in this issue of Gifted and Talented International. The featured articles have diverse range of topics—related to giftedness, talent development, educating gifted students, mathematically advanced students and their programs, psychological effects related to giftedness, theoretical studies and sociocultural perspectives of gifted development, and so on. (PsycINFO Database Record (c) 2018 APA, all rights reserved)
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The implicit theories teachers hold about the gifted influence their perception of and behavior toward highly able students, thus impacting the latter's educational opportunities. Two persistent stereotypes about the gifted can be distinguished: the harmony hypothesis (gifted students are superior in almost all domains) and the disharmony hypothesis (giftedness implies maladaptive social behavior and emotional problems). The present study investigated whether teachers' implicit personality theories about the gifted are in line with the harmony or the disharmony hypothesis. Using an experimental vignette approach, we examined 321 prospective and practicing teachers' implicit personality theories (based on the big five personality framework) about students described along three dimensions (ability level, gender, and age, resulting in 8 different vignettes), controlling for teachers' age, gender, experience with gifted students, and knowledge about giftedness. Ability level had the strongest effect on teachers' ratings (partial η² = .60). Students described as gifted were perceived as more open to new experiences, more introverted, less emotionally stable, and less agreeable (all ps < .001). No differences were found for conscientiousness. Gender and its interaction with ability level had a small effect (partial η²s = .04 and .03). Thus, teachers' implicit personality theories about the gifted were in line with the disharmony hypothesis. Possible consequences for gifted identification and education are discussed. (PsycINFO Database Record (c) 2019 APA, all rights reserved) (Source: journal abstract)
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- Journal Article (3)