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The young people about whom this book is written share mainly the fact that, in one or more cognitive/academic domains, their development is advanced. Aside from this characteristic, however, they are as diverse as any group one can find-diverse in ethnic and socioeconomic backgrounds and experiences, diverse in family composition and family dynamics, and diverse in aptitudes and creativity. They are just as diverse in motivation, energy, confidence, temperament, and social skills. Finally, they are diverse in the asynchronies they exhibit-some advanced in all cognitive domains (though seldom equally advanced in all) and others in only a few; some exhibiting maturity in social skills and emotional self-regulation at a level commensurate with their mental age and many somewhere between mental age (MA) and chronological age (CA) in this respect; some only age-appropriate in fine and/or gross motor skills; and so on. Complicate this with their degree of advancement or giftedness, gender-related issues, age-related issues, and educational experience as well as peer groups, and it is easy to see that any generalizations about social issues need to be tempered by significant caution! The focus of this chapter is deliberately limited to the social world of gifted children, that is, their interpersonal relationships. Because other chapters deal with intrapersonal or emotional issues, with family issues, and with specific populations such as females/males, ethnic groups, underserved populations, and the highly gifted, these topics are touched on here only tangentially. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: chapter)

Robinson provides an important cautionary tale about the use of alternative assessments. She clearly argues for the retention of more traditional tests as a way of ensuring that underrepresented populations are not overlooked in the identification process. In crafting her argument for traditional tests, she cites literature supporting the use of both aptitude and achievement tests to find students who already are demonstrating giftedness, the majority of students we seek to find. In identifying students of promise, she suggests that such tests may be useful but far from conclusive in locating these students, suggesting that traditional measures also need to be considered. An important issue raised in her chapter is that of the purpose for which the testing is done, noting the need to provide the optimal match between the tools employed to find students and the program provided to serve them. If giftedness is defined as advanced cognitive development, then we have many traditional measures that can identify it, according to Robinson. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)

Discusses what we do and do not know about giftedness in the early years, roughly birth to age 7. In this chapter, we focus on cognitive and academic giftedness because, with few exceptions—mainly case studies—that is the major kind of giftedness about which there exists coherent research-based knowledge. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: chapter)

Focuses on children who are intellectually or academically precocious, recognizing that intelligence represents one part of the spectrum of abilities. The authors argue that life-span research with gifted children can profitably start very early, both to contribute to knowledge about normal development and to understand the origins and enhancement of high competence. The authors review ways in which the inclusion of gifted children can contribute to research in developmental psychology by identifying optimal conditions of development, the origins of achievement motivation and creativity, and the contributions children make to molding their own experiences. The parental and environmental supports appropriate to the gifted child's individual and fluctuating maturity levels are also discussed. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Professionals in the fields of mental retardation and giftedness have much to teach each other as well as the field of human development in general. Examining the commonalities and differences between the fields in social issues, definitions, developmental differences from the norm, values and policy issues, and educational and long-term implications deepens insights about both normal and deviant development. The authors stress the importance of individual differences in the differential design of educational strategies and the application of approaches developed with specialized populations to normally developing children. Current social inequalities affect both of these fields in particular ways. Finally, numerous research agendas can be enhanced by including representatives of both ends of the normal curve. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

Notes that heterogeneity of dealing with issues in the education of the gifted is difficult to manage. It is also noted that the availability of resources is highly uneven and often unfairly distributed. The purpose of this chapter is to address the reasons this situation has developed and to evaluate the advantages as well as the disadvantages it produces. Topics discussed include the International Study Group for Early Child Care; lack of consensus about what giftedness means and who is gifted; security and shared beliefs; governmental and constitutional issues; school issues; and transition to college. Accelerative options for secondary school are appended. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

This chapter looks at a psychometric approach to the definition of academic giftedness. A historical overview of the scientific study of giftedness is given, and assessment of ability and achievement in terms of readiness is discussed. The author also explains the predictive usefulness of psychometric information, and why a psychometric definition of giftedness can be imperfect. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)

This chapter explores the relationship between delinquency and gifted children. Topics discussed include the prevalence of delinquency among gifted children and adolescents, the prevalence of giftedness among delinquent youth, possible reasons for the under-representation of gifted youth among delinquents, criminal logic, and what causes some gifted youth to be violent. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)

This chapter discusses whether gifted children are socially accepted and respected and how this varies with children's ages, specific school environments, and the extent of their giftedness. It also discusses what these gifted students can do to cope with their differences. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Notes that gifted children and their families experience unique psychosocial stressors related to giftedness. This chapter explores preventive counseling strategies and counseling interventions for stresses related to giftedness to ensure healthy social and emotional adjustment. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)

This chapter explores gifted students with learning disabilities as a unique population who are at special risk for social and emotional issues because of their incompatibility of extraordinary talent with significant learning problems. Topics discussed include the interaction of giftedness and learning disabilities; identification, social and emotional characteristics, and implications for the education of gifted students with learning disabilities; and educational interventions. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)

This chapter highlights research findings about affective components associated with high levels of creative achievement, the environmental factors that are more likely to result in the actualization of creative giftedness, and the implications for nurturing creative talent. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)