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Explores possible interactions of giftedness and gender. 50 gifted Ss (aged 10 yrs) were matched with 50 Ss of average intelligence on the variables of gender and SES. Three data sources (children, parents, and teachers) on the Ss' personality and socioemotional behavior were used. Gender and giftedness interactions did not appear. The only interactions were in favor of gifted children as more social and adaptable, particularly in favor of gifted girls, who were rated highest in social behavior. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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Reports errors in the original article by T. Czeschlik and D. H. Rost ( Roeper Review, 1994[Jun], Vol 16[4], 294–297). A corrected version of Table I is provided, a revised version of the paragraph on page 295 is given, a correction of a sentence in the paragraph on page 295 describing the administered intelligence tests is given, and a new footnote is given for footnote number 4. (The following abstract of this article originally appeared in PA, Vol 82:1316.) Explores possible interactions of giftedness and gender. 50 gifted Ss (aged 10 yrs) were matched with 50 Ss of average intelligence on the variables of gender and SES. Three data sources (children, parents, and teachers) on the Ss' personality and socioemotional behavior were used. Gender and giftedness interactions did not appear. The only interactions were in favor of gifted children as more social and adaptable, particularly in favor of gifted girls, who were rated highest in social behavior. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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Investigated whether gifted children differ from nongifted regarding the possession and use of toys and whether gifted are less affected by traditional gender roles in these 2 variables. The parents of 286 4th-grade German elementary school students (151 intellectually gifted [65 girls and 86 boys] and 135 children of average intelligence [58 girls and 77 boys]) responded to a list of 30 toy groups. The authors assessed which toys were present in the household and how often they were used by the child. The analysis revealed that only the use of toys typical for boys displayed a mildly significant effect for giftedness. Dramatic gender effects were found: With the exception of the use of athletic equipment and group games, both groups exhibited gender-specific toy possession and toy use to an equal degree. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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Reviews the research literature on the relationship between gifted children and their peers, with the aim of examining the widespread notion that academic giftedness is associated with psychosocial adjustment problems. The review includes studies (primarily from the US) on the: social self-concept of gifted children and adolescents, identification of gifted children and adolescents by their peers, and popularity of gifted children and adolescents. Results suggest that gifted children (at least at the elementary-school level) are as adjusted as are their nongifted peers. Methodological problems in these studies are discussed, and recommendations for future research are provided. (English abstract) (PsycINFO Database Record (c) 2018 APA, all rights reserved)
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Investigated the relationship between the cost of housing and the percentage of identified gifted students (IGSs) in 2 residential areas in California. Data were analyzed for the 26 zip-code areas of San Diego City, with 111,227 elementary and secondary school students, and for the 5 major statistical areas of San Diego County, with 301,934 public school students. Giftedness was defined according to California law (i.e., scores in the 98th percentile or higher on an intelligence or a scholastic aptitude test and designation as gifted by a school counselor or psychologist). La Jolla represented the upper extreme with 20.7% of IGSs compared with a city-wide average of 5.2%. The average price of housing in La Jolla is $129,265, nearly twice the San Diego City average. Results indicate that in San Diego City and San Diego County a comparably clear and strong relationship exists between the housing quality of different social areas and their percentage of IGSs. (27 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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Determined the percentage of identified gifted children and adolescents in public schools from each zip-code county area in a social area analysis of San Diego to test the hypothesis that Ss' gifted status is independent of socioeconomic or cultural disadvantages. Results do not support the hypothesis: Rank-order correlation between Ss' intellectual status and corresponding average housing price showed a high relationship between the 2 variables. Findings indicate the need for identification and promotion of gifted children from low-stimulating homes and fringe groups. Future research using more specified social-area types and individual indicators (e.g., occupation of head-of-household) is recommended. (45 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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- Journal Article (6)
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Entre 1900 y 1999
- Entre 1980 y 1989 (3)
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Entre 1990 y 1999
(3)
- 1994 (3)