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Searched 4 databases to locate articles on giftedness published in the US between 1975 and 1986 and identify trends in research in giftedness. 2,680 citations were found, of which 870 were research articles. The nonresearch literature was concerned with curriculum quality and program development, while the research literature was more concerned with student characteristics and identification measures. The most common research designs were causal-comparative, followed by correlational and case study, and the most frequently researched group was elementary-aged children. A significant percentage of the research was conducted by doctoral students and exists as unpublished dissertations. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

This chapter describes a special form of giftedness in the domain of leadership. Although this domain has been officially recognized in the United States Office of Education since 1972, this chapter defines what makes this form of giftedness different in its outcomes and nurturance from other domains of ability. The first section will review the leadership giftedness field while the remaining sections will describe leadership skills measures and recent research applied to young students engaged in a leadership development program. The chapter will conclude with a discussion about what may be possible "innate" aspects of leadership and what traits, perceptions, and behaviors might be developed through concerted training in leadership skills. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

Despite being unable to dress himself, sit still on a chair, or write a legible sentence, Scott was, from a very early age, able to build whole cities from construction blocks, able to complete complex puzzles, and verbally precocious. Even with his disabilities and their contrast with his academic talent, he completed K-12 school and went on to excel at university. This case study represents the challenges many parents experience with identifying their children’s disability and giftedness and ensuring that both exceptionalities are optimally developed. Through this case study, the roles an education system and the parents of such a child must assume if this development is going to happen are highlighted. Recommendations for identification, service provision, professional development for teachers, and collaboration among all parties connected with such students are made. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

To summarize the rationale for including Ann Isaacs in a book of nineteenth and twentieth century "illuminated minds" for the field of gifted education, it seems clear that she belongs in this pantheon. She may not have contributed most profoundly to the intellectual foundations of the field, but she did contribute to the heart and well-being of the field through her direct communications with schools, families, and the two national organizations she founded. Her philosophy about what was needed served both national organizations well for 28 consecutive years. She also was someone to whom the regular readers of the two journals she founded and managed could relate. Her messages were simple and direct, based on the "real world," something readers and audience participants could expect when they read to or listened to Ann Isaacs. She was the field's most vocal advocate through her books, journals, music, and art. She kept the field, without much political, societal, or economic support (or respect), from being erased from conscious awareness and conscience. She may have had her flaws and her personal ambitions, but she was consistent in her message about the development of giftedness, creativity, and talent. Fond as she was of lists (25 strategies for teaching gifted readers, 100 ways to raise self-esteem, etc.), it is hoped the following succinct list of her accomplishments would please her if she could see it today. The accomplishments are large for such a tiny but energetic woman. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

The research reported in this chapter tests the hypothesis that talents pertinent to the classroom ecosystem can be consistently recognized by peers and teachers through the behaviors manifested by the individual. The rate of talent acknowledgment and types of talents identified also are explored. Findings suggest that when the types of valued talents increase, the pool of talented individuals likewise expands (prevalence); however, the number of students recognized as displaying multiple talents also increases (polyvalence), thereby creating a talent-incubating dynamic. In conceptualizing the investigation, Gagné implicitly endorses the power of the classroom ecosystem through his use of peers as recognizers of talent. Ss consisted of 2,432 French-speaking upper-elementary pupils, about equally distributed between the sexes and between Grades 4 to 6. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: introduction)

Giftedness is a concept ingrained in our educational vocabulary. We often think of a small, elite group of academically and intellectually bright children, sitting in classrooms, hungry for bookish knowledge. In fact, "giftedness" is a narrow conception of a multifactor phenomenon better described as "talent." This chapter promotes the concept of talent and talent development, first providing some historical background information about the concept of giftedness in American education, including the nature–nurture debate. Next, some of the myths surrounding gifted education are debunked by identifying the failures of the system to recognize and foster talents. Finally, models are presented that explore the development of academic, artistic, vocational, and personal—social talents in schools and that delineate a developmental sequence of talent development. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

This chapter explores Shakespeare's observation (1601/1952) that "Some men are born great, some achieve greatness, and some have greatness thrust upon them." Organized around these 3 central perspectives, this chapter explores the developmental process: the biological perspective—why some are born great; the sociological perspective—why some have greatness thrust upon them; and the psychological perspective—why some achieve greatness. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

The author identifies the general set of personal characteristics and external factors that shape the gifted woman's level of accomplishment: commitment to relationships and intimacy, difficulty in discerning one's self, serendipity in career choices, and motivational level. She then examines the contextual forces shaping women's lives in their formative years: family and home environment and opportunities for enhancing achievement. The author concludes that the complexities of women's lives require appropriately multifaceted research to uncover "appropriately nuanced patterns of gifted women's lives." (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: introduction)

The author's thesis is that genetic engineering and all its possibilities are not likely to be used for positive eugenic purposes. The reasons, he claims, center around current societal values that do not include high intelligence. Hanson points to prevailing attitudes such as right-to-life, religious fundamentalism, and popular priorities (appearance and health rather than mental or physical ability) as having great influence over personal choices to use or not use genetic engineering options such as sperm banks and artificial insemination. The chapter has implications for social policy as well as the psychobiology of talent. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: introduction)

Three major themes are discussed in this chapter. The first is the uniqueness of each creative person. The chapter explores a possible rapprochement of ideas about giftedness, creativity, and human variability and draws on Piaget's thinking, but not so much his well-known ideas about universals of human development as his ideas about creativity, including his own. Approaching the subject from this angle leads to the insistence on the uniqueness of each creative person. The second theme is the question of collaboration. If each creative person is unique, how can unique individuals enjoy a social existence? Can they collaborate, and if so, how? The last theme is the evolving systems approach to creative work. The chapter sketches briefly the evolving systems approach to creative work and attempts to show how it contributes to our understanding of human diversity. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

The author analyzes two key Pacific Rim cultures (China and Japan) relative to how they view and develop giftedness and talent. Stevenson suggests that the US may be on the wrong track as a society in its approaches to defining and nurturing giftedness and talent. Through these case presentations, Stevenson investigates the impact of society and culture on the emergence and shaping of talent. He raises questions about defining giftedness and educating gifted children, and relates the answers to the setting of societal goals. In trying to ensure that their most able students will further the culture's progress, each of the 3 cultures has taken a very different path, from ignoring the term giftedness altogether but educating all students with the hope that some will emerge (Japan); to heeding the term and educating this group differentially but enforcing their common socialization (China); to halfway acknowledging the term, halfway attempting differentiated education, and halfway encouraging common socialization in the US. An interesting area for future research is which approach best matches the values of a particular society and culture. Has each country selected its "best" or its "only" method because of the maximum benefits of interaction for able learners with that culture's parameters? As Stevenson points out, we have much to learn from what we can see occurring in other cultures, about best practices as well as unproductive strategies. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: introduction)

The authors review 8 different cognitive conceptions of expertise: (a) general process (speed and accuracy in executing applicable cognitive processes in a given task); (b) quantity of knowledge (extensive stored knowledge about task or field); (c) organization of knowledge (attention to the deep structures of problems); (d) automaticity (mental efficiency in information processing); (e) analytical ability (making inferences beyond given information); (f) creative ability (application of insight to novel problems); (g) practical ability (application of tacit knowledge or "savvy"); and (h) labeling (getting oneself "recognized"). The authors conclude that no single conception captures the essence of expertise: All are necessary. The authors then propose a ninth, synthetic view, in which expertise (and giftedness) become a prototype against which a person is compared and recognized as gifted, depending on the degree to which she or he resembles the expert prototype. What is exciting about this proposal is that it requires use of a clear, independent criterion in identifying individuals as gifted. In a time of "talent development" and a move toward eliminating the use of the term gifted, the authors' conceptualization allows us to maintain a manageable field of study that is based on current theories of cognition. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: introduction)

The authors trace the historical and cultural factors that have led the education establishment to ignore outstanding potential in the many subcultural groups that make up our society. Much of the blame, these authors assert, must be laid at the door of the testing movement and the narrow definitions of giftedness and talent it engendered. As an alternative to the current system of gifted education, Callahan and Hiatt envision schools of talent development, in which talent identification is based on authentic assessments of performance or production to find those with "expertise;" in which the procedures are inclusive, not exclusive; and in which all subcultural groups are equitably represented. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: introduction)

This chapter has two purposes: to provide a review of the existing research on the characteristics of families of gifted children, and to make suggestions for future research on such families from a systemic perspective. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)