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Discusses issues related to the theory, methods, and validity of cognition research and its approach to the understanding of intelligence and giftedness. Previous research issues, including ecological validity, and current approaches, including metacognition, structural learning, and developmental and Piagetian studies are described. It is concluded that metacognitive research will lead to new meanings of giftedness in cognitive and academic terms. (23 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Bruce M. Shore’s research contributions in gifted education have focused on three contexts that impact how giftedness is understood and the instructional environments that serve gifted learners’ educational needs. This article describes these contributions and provides selected examples plus a more complete Supplemental Online bibliography. First, giftedness benefits from being conceptualized in terms of theories that address the development of expertise. Featured expert– gifted parallels include interconnectedness of knowledge, metacognitive processes, perspective taking, active learner roles, affinity for novelty and complexity, and task representation and planning. Illustrative research is described from preschool age through higher education, including connections to creativity research. Second, gifted education benefits when guided by social-constructivist theory of education and its expression in inquiry-based instruction. Examples include building upon learner interests, question asking, collaborative inquiry, and active learner roles. Desirable specific instructional practices are framed by the above theories and by being considered in the contexts of widely recommended and best practices with their research support. Third, gifted education, at all levels including higher education and teacher education, needs to be an integral part of the context of general education. Most specific gifted education practices also work in general education, including learning high-level skills within subject matter. Nineteen examples are cited about how gifted education contributes to the quality of general education. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: journal abstract)

For some three decades psychologists and educators have been working with incomplete or outdated ideas of what constitutes giftedness. Conceptual leadership in the field has moved from a definition based on IQ to expertise- and cognitive science-based definitions. Practice lags behind. Similarly, curriculum concepts are changing to foci based on thinking processes and cognitive apprenticeships, communities of learners, teachers and students as coconstructors of curriculum, and inquiry skills and knowledge as explicit parts of the objectives. Practice there also lags behind, but the shift is underway. This discussion elaborates on these two evolving phenomena, illustrated especially by studies completed and underway in the author’s laboratory group at McGill. It juxtaposes central ideas in gifted education, expertise, and inquiry-driven teaching and learning, and illustrates how these strands can come together for the benefit of all students—albeit sometimes in different ways. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

Discusses the important qualities required of teachers of gifted children, as well as new teacher training strategies. Particular attention is given to professional training norms established by the Professional Training Institute of the National Association for Gifted Children (US). Critical remarks are also made concerning the risks of overly restrictive research programs related to giftedness. (5 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

A mathematical set-breaking task was used to examine the cognitive flexibility and planning of 19 school-identified gifted students and 11 average students in Grades 5 and 6. Gifted Ss tended to have more metacognitive knowledge (MCK) than average Ss regardless of problem-solving speed, and gifted Ss who were faster at problem solving had more MCK than gifted Ss who were slower. These intra- and intergroup differences may be useful in understanding the nature of giftedness and the ways in which gifted students' thinking differs from that of others. (PsycINFO Database Record (c) 2019 APA, all rights reserved)

Reports an error in the original article by A. Dover and B. M. Shore ( Gifted Child Quarterly, 1991[Spr], Vol 35[2], 99–205). The water-jar quantities for Problems 6 and 7 in Table 1 were inadvertently reversed. The correct quantities for these trials are provided. (The following abstract of this article originally appeared in PA, Vol 78:27007.) A mathematical set-breaking task was used to examine the cognitive flexibility and planning of 19 school-identified gifted students and 11 average students in Grades 5 and 6. Gifted Ss tended to have more metacognitive knowledge (MCK) than average Ss regardless of problem-solving speed, and gifted Ss who were faster at problem solving had more MCK than gifted Ss who were slower. These intra- and intergroup differences may be useful in understanding the nature of giftedness and the ways in which gifted students' thinking differs from that of others. (PsycINFO Database Record (c) 2019 APA, all rights reserved)

Discusses research on the relation of metacognition to giftedness. At Yale University, R. J. Sternberg (1980, 1983, 1984, 1985) and his colleagues have developed an original "triarchic" theory of intelligence and a subtheory of insight. It is maintained that interactions among the elements of the triarchic theory explain giftedness. The question of whether giftedness is a subset of intelligence or vice versa remains controversial. (PsycINFO Database Record (c) 2019 APA, all rights reserved)

The social and cognitive phenomena associated with theory of mind (ToM) and research on the social and cognitive qualities of giftedness have not been sufficiently connected. The common focus areas for ToM researchers (e.g., false-belief understanding, deception, and autism) should be of interest to gifted education research because these are interesting conceptualizations that could be helpful in better understanding gifted children’s social interactions and friendships, and provide some guidance in classroom grouping. Except in a few studies, for example of perspective taking, ToM research has not studied identified gifted children. Perhaps this is because giftedness is usually formally assessed after the developmental periods at which it is typically studied. Including gifted children (academically, creatively, or otherwise) might help broaden the understanding of ToM variables and ensure that the key tasks do not have ceiling effects. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

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)

The concept of giftedness has historically been shaped by theories of IQ, creativity, and expertise (including early conceptions of metacognition). These theories focus within the mind of the individual learner. Social, emotional, and motivational qualities of giftedness were treated as add-ons, not part of the core construct. This created misalignment with the social construction of knowledge—a position widely supported in gifted education practice. Newer, broader conceptions of metacognitive, self-regulated, and self-regulated learning processes have garnered interest. However, because these theories borrowed language from each other and earlier theories, assigning new meanings to old constructs, confusion arose about how to distinguish each of these three theories from each other or apply them to instruction. This article distinguishes among metacognition, self-regulation, and self-regulated learning, relating each to notions of giftedness, highlighting implications for practice, and especially highlighting self-regulated learning as a valuable contributor to understanding giftedness and designing instruction in gifted education. (PsycInfo Database Record (c) 2021 APA, all rights reserved) (Source: journal abstract)

Presents a developmental perspective on social giftedness. It is argued that by using a theoretical approach that acknowledges both the various specific forms of human intelligence and the general influences on the development of children's thought and knowledge, a view of social giftedness emerges that can increase our knowledge of the what and the how of social expertise. After a short history of social intelligence and an examination of the state of knowledge of giftedness in the social domain, the contributions of developmental and modular theories of mind to understanding social giftedness are presented. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Goes beyond the application of the construct of multiple intelligences to giftedness within a developmental framework of a giftedness matrix. The concepts of intelligence, giftedness, prodigiousness, precocity, expertise, and creativity are discussed. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)

The giftedness and career-choice literatures have traditionally spoken in different terms about the same phenomenon, multipotentiality. Multipotentialed individuals have numerous and diverse abilities and interests. Appropriate interventions are necessary to help them cope successfully with the abundance of career choices available to them. This review links the giftedness and career-choice literatures through a discussion of the concept of multipotentiality and explores ensuing practical implications and challenges to the overall idea. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

The contribution of metacognition to the better understanding of giftedness is explored in the context of the "triarchic" of intelligence and its subtheory of insight proposed by Sternberg and his colleagues at Yale University, and in relation to research into the interaction between availability and flexibility of cognitive style on one hand, and metacognitive knowledge and skill on the other. Support is offered for the importance of interactions among the elements (meta-components, performance components, and knowledge-acquisition components) of the triarchic theory to better explain giftedness. Finally, rather than regarding a theory of giftedness to be a subtheory of one of intelligence, might there be merit in considering the opposite order? (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Cognitive development that is measurably advanced beyond peers, agemates, or cohort group suggests exceptional cognitive ability or intellectual giftedness. Yet both the possibilities for intellectual growth beyond a modal point in young adulthood and a way to measure advanced cognitive development are required to determine cognitive abilities in middle and older adulthood. The current conceptualization of relativistic thinking could fulfill these 2 requirements and, in doing so, also could address the issue of cognitive giftedness across the life-span. Two studies were undertaken to address life-span development of relativistic thinking. In Study 1, 64 adolescents (mean age 14.6 yrs) completed the Preformal, Formal, or Postformal–Relativisitic Thinking Test (PFPR). In study 2, Ss (aged 12–82 yrs) completed a multiple-choice word vocabulary test using words from the Wechsler Adult Intelligence Scale. The Piagetian perspective was assessed with PFPR and 2 problem situations used in study 1. The Perry Scheme was assessed with the Measure of Intellectual Development. Results of this study do not support the idea that throughout life verbal giftedness is associated with improved reasoning ability. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Reviews the implications of conceptions of individual differences in development and of giftedness for generating hypotheses about the development of giftedness in childhood. Research designs that dominate current longitudinal study of the development of giftedness are described, and their limitations for testing new hypotheses are noted. Examples from the author's own research and other studies that suggest a better strategy for designing developmental studies of giftedness are presented. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Notes that Vygotskian theory focuses on the development of verbal–conceptual abstract thought and the primary role language plays in mediating thought and behavior as well as in interpreting experience. The author uses Vygotskian theory as an explanatory framework for interpreting the development of the case of a high-IQ child (M. J. Morelock, 1991). Between ages of 3.7–4.5 yrs, the child experienced a cognitive leap in her capacity for abstract thought, as was inadvertently documented through successive Stanford-Binet L–M testings at those 2 ages. Accompanying the cognitive changes was a period of intense existential questioning and marked emotional turmoil. The chapter examines elements of Vygotsky's sociohistorical developmental theory. Excerpts from the case's developmental history are used to illustrate Vygotskian theoretical elements and in which implications for future research are explored. Implications of this case study for conceptualizations of giftedness are discussed. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Reports unexpected findings regarding the nature of expertise and explores the implications for explaining and nurturing creative giftedness in adult professional and semiprofessional artists and nonartists. A brief description of the original investigation precedes the focus on the qualitative differences that emerged among the various levels of expertise. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Definitions of high ability exist in context. When education in the 19th and 20th centuries primarily valued the rapid and accurate learning of a well-defined sequence of knowledge and skills, IQ and achievement tests predicted success. Cognitive qualities of giftedness were readily defined in terms of speed, accuracy, good memory, and even a predilection to work alone. Cognitive qualities of giftedness were closely tied to these views of the nature of education. The new values, especially since the 1980s, focus on inquiry-based learning and teaching and represent a major shift in the underlying assumption about what teaching, learning, and schools should be like, in the goals of education, and in the roles of teachers and learners. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Borrowing from cognitive-science research, the authors of this chapter use comparisons of novices and experts to illuminate the nature of giftedness. They use research findings on flexibility, metacognition, and knowledge organization to clarify processes that promote development from novice levels to expert levels in a domain. Recommendations for theory-building conclude this chapter. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: chapter)