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Discusses the personality trait approach in the psychology of giftedness and creativity. The personality trait approach can be defined as concentrating on the identification, measurement and description of noncognitive personality characteristics of gifted, creative and talented individuals (e.g., motivation, emotion, and character). It is argued that further fruitful investigations of the nature of intellectually creative giftedness require a certain change in researchers' attitudes to the topic. This change would be connected with a fundamental re-examination of the basic question of the nature of giftedness. It is argued that psychologists should seek the answer, not to the question, "What is giftedness?" (the essence of the personality trait approach), but to the question, "What is giftedness as a fundamental psychological property underlying observable traits?" (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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An explanation is proposed of the underlying mechanisms and nature of extremely early high abilities—prodigiousness. It is suggested that prodigiousness be considered as a consequence of accelerated development especially during sensitive periods, which results in the rapid formation of a child's mental resources into unique cognitive experiences, expressed in the prodigy's exceptional perceptions of the world. Other phenomena in the very young prodigy's development (e.g. crystallising experiences, midlife crisis, asynchrony and/or dyssynchrony) are also interpreted in the light of this conception of prodigiousness. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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Investigation of the essence of intellectual giftedness requires study of unknown or little known phenomena such as intellectual intentions, which can be considered the highest level of manifestation of the intellectual potentials of a personality. Intellectual intentions can be defined as subjective, internally developed standards of performance and norms of intellectually creative behavior (e.g., feeling of direction, beliefs, preferences). Intellectual intentions are explored in (1) the example of fulfilled intellectual giftedness in the Russian scientist V. I. Vernadsky and (2) the example of development of intellectual giftedness in 3 gifted, creative, and talented male 15–16 yr old students in physics and mathematics. Data show that the mind work of these persons was determined by subjective, internally developed standards and orientations (i.e., intellectual intentions). (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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Argues that cognitive experience is a psychological basis of intellectual giftedness and a type of representation (i.e., how an individual sees, understands, and interprets what is going on in the surrounding reality) is a proto-phenomenon of intellectual life of a person. The essay critiques existing approaches in psychology of giftedness, introduces the authors' own approach, and presents an exploratory experimental psychological study comparing 43 "gifted" male 9th and 10th graders with 34 "average" high school students in physics and mathematics. In comparison with average Ss, gifted Ss' representations of reality as a whole consisted in the predominance of categorical cognition. Gifted Ss were also distinguished by more complex and rich conceptual representations and by more developed intellectual control. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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- Journal Article (4)