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This reprinted article originally appeared in Gifted Child Quarterly, 1982, Vol 26(1), 11-14. The following abstract of the original article appeared in (see record 1984-27279-001). Argues that there are certain unavoidable pitfalls in accepting the belief that giftedness can be defined by 3-5% of the normal curve. The 1st pitfall is the belief that giftedness and IQ are one and the same. A 2nd pitfall emanating from the 3-5% approach is that the gifted are likely to be viewed as a fixed population, one that always can be preselected for special services. This almost universal practice of preselection effectively closes the door to all other students and says, in effect, that no matter what kinds of outstanding abilities a nonselected individual shows, any special program assistance will be refused. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: create)
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This reprinted article originally appeared in Gifted Child Quarterly, 1986, Vol 30(1), 20-23. The following abstract of the original article appeared in (see record 1987-12029-001). Examines 4 research designs of potential use in addressing the meaning of giftedness, including the traditional test-score-as-criterion design and 3 performance-based-research designs (academic mastery in a domain-specific area, creative productivity in domain-specific/interdisciplinary areas, and long-range creative productivity). It is suggested that the designs offer different conceptions of giftedness and imply different ways of providing educational services. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: create)
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This reprinted article originally appeared in Gifted Child Quarterly, 1982, Vol 26(2), 88-94. The following abstract of the original article appeared in (see record 1984-27624-001). Argues that intelligence seems to consist in large part of the ability to deal with nonentrenched tasks and concepts, but this ability seems only to be peripherally measured by current tests of intelligence. This view brings the concept of intelligence closer to that of creativity, as usually conceived, but still maintains the distinction between convergent and divergent thinking that has traditionally characterized the difference between what is measured in intelligence tests and what is measured in creativity tests. Examples of nonentrenchment in the assessment of intellectual giftedness are provided. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: create)
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This reprinted article originally appeared in Gifted Education Quarterly, 1984, Vol 28(4), 157-161. The following abstract of the original article appeared in (see record 1985-23827-001). Argues for the replacement of the current identification/placement paradigm, which is used to assess giftedness and talent in children, with one that focuses more on assessment and education. The separate identification step should be replaced by curriculum-imbedded and curriculum-determinitive processes. Suggestions for increasing the contributions of school psychologists in the assessment phase are outlined, along with the need to develop more individualized adaptive education programs for gifted students. Implications for school district policy are also noted. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: create)
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This reprinted article originally appeared in Gifted Child Quarterly, Vol 34(1), 21-26. The following abstract of the original article appeared in (see record 1990-21181-001). Compared performance on tests of specific abilities commonly associated with intelligence for 112 13-yr-olds who were extremely mathematically gifted (MG) or verbally gifted (VG). VG Ss scored higher on verbal and general knowledge tests, and MG Ss scored higher on tests of nonverbal reasoning, spatial ability, and memory. Findings suggest that speed might also be an important component of extreme giftedness. Results (1) have implications for the selection of MG and VG Ss for special programs and (2) support the use of the Progressive Matrices for identification of MGs in particular. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: create)
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This reprinted article originally appeared in Gifted Child Quarterly, Vol 28(4), 149-151. The following abstract of the original article appeared in (see record 1985-23834-001). Discusses problems in the identification of gifted and talented children that can occur at any point in the identification process. The 5 major steps involved in such a process are outlined: defining program goals and types of youth to be served, nomination procedures, assessment procedures, individual differentiation, and validation of the identification process. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: create)
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This reprinted article originally appeared in Parenting for High Potential, December 2003. For many years, our definition of giftedness has been based on the interaction of three characteristics: above-average (but not necessarily superior) ability, creativity, and task commitment. In other words, high ability is not enough to explain giftedness. It also takes an intensity and focus in a certain area, along with the willingness to try new ideas or look at something with a different perspective. Gifted behaviors occur when these three components intersect, and this happens in some people (not all people) at certain times (not all times), and under certain circumstances (not all circumstances). We only recently began to turn our attention to understanding more fully the sources of these gifted behaviors and, more importantly, the ways in which people use their gifts and talents in a constructive and positive way. This article addresses the following questions: (1) Can a better understanding of people who use their gifts for the greater good help us create conditions that expand the number of people who willingly contribute to the growth of both social and economic capital?; and (2) How can parents provide opportunities so their children develop their abilities in responsible ways? (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)
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