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We propose that wisdom should be considered in understanding, identifying, and developing skills of thought translated into action in gifted children and adults. First, we review some of the history of the gifted field and conclude that ideas about understanding, identification, and instruction are largely obsolete and based on assumptions that might have seemed valid in the early 20th century but that now are known not to be. Second, we discuss wisdom—what it is and how it is structured. Third, we discuss different kinds of wisdom and why they matter. We further discuss “4W’s” of wisdom. Fourth, we discuss the role of wisdom in the identification of gifted individuals. Fifth and finally, we conclude that our emphasis in the understanding, identification, and development of gifted individuals needs to be expanded to include wisdom, and certainly not just IQ. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

What is it that leads children to be similar in some ways but different in others, whether they are identical twins, fraternal twins, ordinary siblings, or simply two children of the same age? This chapter will deal with this question. The focus of the chapter will be on cognitive skills, although, of course, children can be similar and different with respect to many other kinds of skills as well. The chapter is divided into five parts. In the first part of the chapter, I will briefly describe seven main paradigms that have been used for understanding individual differences in cognitive development. In the second part of the chapter, I will discuss at some length three of these paradigms for understanding individual differences in cognition. In the third part of the chapter, I will discuss origins and stability of individual differences, in particular, issues of heritability and modifiability of cognitive skills. In the fourth part of the chapter, I will discuss extremes in individual differences: giftedness and retardation in cognitive skills. In the fifth part of the chapter, I will discuss group differences and their relationship to individual differences in cognitive skills. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: chapter)

In the scientific literature, there is ambiguity in the distinction between the concepts of giftedness and talent. This paper examines several common definitions of these two terms, with particular emphasis on the models proposed by Renzulli (1979) and Cohn (1981). Our critique of these two models leads to a clear differentiation between giftedness and talent: the former is associated with domains of abilities which foster and explain exceptional performance in varied fields of activities, that is, talents. Thus, one can be gifted without necessarily being talented (as with the case of underachievers), but not vice versa. Several factors which can act as catalysts for the actualization of giftedness in specific talents are discussed, particularly motivation and environmental quality. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Questions what it is that leads children to be similar in some ways but different in others, whether they are identical twins, fraternal twins, ordinary siblings, or 2 children of the same age. The focus of the chapter is on cognitive skills. Topics discussed include: paradigms for understanding individual differences in cognition and cognitive development; two key paradigms for studying individual differences in cognition (the psychometric paradigm, the Galtonian paradigm, the Binetian paradigm); intelligence testing as a means of assessing individual differences in cognition (factor theories, the systems paradigm); heredity, environment, and modifiability (separated identical twins, identical versus fraternal twins, adoption, modifying cognitive skills); extremes in cognitive skills (intellectual giftedness, mental retardation); group differences in cognitive abilities. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: chapter)

Researchers have argued that many leaders, such as CEOs and politicians, tend to possess narcissistic traits. At healthy and productive levels, narcissistic traits, such as self-promotion, may actually be an advantage to achieving success in some fields. Yet, few researchers have explored gifted narcissists as a twice-exceptionality. This article discusses the gifted narcissist profile and grandiose narcissism in particular. Following a brief introduction to key terms, the gifted narcissist profile is explored through the augmented theory of successful intelligence. The impact of giftedness on individuals with a narcissistic personality disorder is discussed in terms of positive and negative effects. Presidents, autocratic leaders, and cult leaders are presented as examples of gifted grandiose narcissists. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

In this final essay, we summarize some of the main themes of this special issue of the Roeper Review dedicated to the scholarly and educational contributions of Marcia Gentry. Our goal is to provide a broad sweep of her contributions: Specifics can be found in the individual articles. We cover as themes (a) the term “gifted,” (b) identification, (c) abilities, (d) opportunity, (e) twice-exceptionalities, (f) gifted programs, and (g) systemic failures, followed by our brief conclusions. Marcia was one of the truly great contributors to the field of gifted education, and her legacy will live long after her untimely death. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

Proposes a subtheory of intellectual giftedness according to which giftedness is understood in terms of 3 types of insight skills: (a) selective encoding, by which relevant information in a given context is sifted from irrelevant information; (b) selective combination, by which relevant information is combined in a novel and productive way; and (c) selective comparison, by which new information is related in a novel way to old information. This conceptualization is compared with traditional views of giftedness and insight in terms of theory and implications for assessment. It is shown how the theory could be tested. Some preliminary data are presented on the relation between insight skills and IQ and measures of inductive and deductive reasoning. (11 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Proposes a subtheory of intellectual giftedness based upon the centrality of insight skills in giftedness. It is argued that insight involves not 1, but 3 separate but related psychological processes—selective encoding, selective combination, and selective comparison. The products of these operations are referred to as "insights" when the basic clues are encoded, combined, or compared in nonstandard, and even highly novel, ways. The theory was tested with 4th-, 5th-, and 6th-grade normal and gifted Ss. In Exp I, gifted and nongifted Ss were either precued as to what information in each of a set of insight problems was relevant for problem solution, or not so precued in a test of selective encoding. In Exp II, selective combination in insightful problem solving was tested in 74 gifted and nongifted Ss, who received mathematical insight problems presented either in the standard format, or with cuing intended to facilitate selective combination processes. In Exp III, the role of selective comparison in insightful problem solving was assessed, with Ss receiving 2 different example problems prior to receiving the insight problems. Results of all 3 experiments support the subtheory of intellectual giftedness. The development of a training program for 4th-, 5th-, and 6th-graders based upon the tenets of the subtheory is described. The program consisted of direct instruction, group-problem solving, individual problem solving, and games. The results suggest that insight skills are at least somewhat trainable. (5 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Considers the interaction between styles of thinking and giftedness. It is argued that decisions regarding identification, instruction, and programming need to take into account not only the abilities of the gifted, but their styles of thinking. The theory of mental self-government, a theory of thinking styles and their relations to giftedness, is summarized. Data are presented testing the theory on various groups of students. Thinking styles are relevant to decisions regarding identification, instruction, and programming. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Presents a pentagonal implicit theory of giftedness and a set of data testing the theory, using 24 college students and 39 parents of gifted children. The goal of the theory is to capture and systematize people's intuitions about what makes an individual gifted. The exposition is divided into 5 parts. Part 1 discusses what an implicit theory is and why such theories are important. Part 2 describes the pentagonal theory, specifying the 5 conditions claimed to be individually necessary and jointly sufficient for a person to be labeled as gifted. Part 3 considers the relation of the pentagonal theory to explicit theories of giftedness. Part 4 presents data supporting the theory, and Part 5 discusses its implications for gifted education. Survey results confirm that Ss took the 5 points of the theory into account when making evaluations. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

This article addresses the cross-cultural generalization of the pentagonal implicit theory of giftedness (R. J. Sternberg and L. F. Zhang, 1995) as well as differential expectations regarding excellence for girls vs boys. An instrument based on the pentagonal theory was used with a sample of 72 in-service and pre-service teachers (aged 20–50 yrs). In a second study, a questionnaire designed to assess conceptions of "excellence", one of the attributes for giftedness described in the pentagonal model, was administered to a different sample of 102 in-service and pre-service teachers (aged 22–48 yrs). Results showed a good fit of the pentagonal model to the data collected, paralleling results obtained in the US. However, it was also found that in Hong Kong, unlike in the US, teachers had higher expectations of excellence for boys than for girls. Implications for identification, instruction, and programming for the gifted are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Presents an investment view of creative giftedness (CRG); discusses identification of the gifted; and addresses the resources necessary for CRG, the interaction of resources, and the domain specificity of CRG. The investment concept suggests that individuals must attempt to "buy low and sell high" to achieve creativity. In other words, they propose ideas that initially seem odd, out of sync with the ideas of others. Over time, however, these gifted individuals bring these ideas to fruition, convince other people of the worth of their ideas, and then metaphorically sell the ideas when these ideas are at a "high price." They then move on to the next novel idea. To buy low and sell high, one needs a combination of 6 resources that function interactively: intelligence, knowledge, style of thinking, personality, motivation, and environment. Each of these resources and its role in CRG are described. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

This position paper is a call for efforts to increase connections between studies of giftedness and mainstream psychological and educational research. Most mainstream researchers have paid scant attention to the literature on giftedness and have ignored the field's journals. However, Studies of giftedness have contributed to mainstream theory and may play some special roles in theory development. Strategies for overcoming barriers to further integration with mainstream research are proposed. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

This chapter attempts to capture the nature of giftedness and talent by briefly tracing key studies, programs, and developments in the field. The author begins by defining the terms, using the U.S. Office of Education definition: Gifted and talented children are those identified by professionally qualified persons who, by virtue of outstanding abilities, are capable of high performance. These are children who require differentiated educational programs and/or services beyond those normally provided by the regular school program in order to realize their contribution to self and society. (p. IX) They then tackle such questions as what is giftedness? Who is gifted? Who is talented? How are giftedness and talent manifested? (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)

Creativity is an important facet of giftedness. Creativity is, however, very difficult to define and measure. Divergent thinking tests are often used, though of course they really just estimate the potential for creative thought. In the past few years, the technologies for the assessment and enhancement of divergent thinking have changed dramatically. This article reviews the most recent research on divergent thinking. Several new assessment techniques are reviewed, including those using either lenient or stringent solution standards, those relying on ideational pools (examinees' total output of ideas), and those involving qualitative aspects of ideation. Recent research showing moderately high predictive validity coefficients is also reviewed. The role played by evaluation and valuation in the divergent thinking process is outlined, as is the role of problem definition and problem identification. Special considerations for the creativity of gifted children are noted throughout the article, and specific directions for future research on the divergent thinking of gifted children are presented in the conclusion. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Our most famous resources for the future of our society are human resources. We made an important commitment of scientific talent and financial support about 25 years ago to enhancing the developmental potential of the retarded among us. The progress in this area has been gratifying. A concomitant commitment has not been made to understanding the developmental potential of the gifted among us. The time is past due for that commitment. It is important to draw out the developmental issues related to the gifted and the talented in such a way as to frame productive scientific questions. The model presented in this essay has been used to frame such a set of questions. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

This reprinted article originally appeared in Gifted Child Quarterly, 1982, Vol 26(2), 88-94. The following abstract of the original article appeared in (see record 1984-27624-001). Argues that intelligence seems to consist in large part of the ability to deal with nonentrenched tasks and concepts, but this ability seems only to be peripherally measured by current tests of intelligence. This view brings the concept of intelligence closer to that of creativity, as usually conceived, but still maintains the distinction between convergent and divergent thinking that has traditionally characterized the difference between what is measured in intelligence tests and what is measured in creativity tests. Examples of nonentrenchment in the assessment of intellectual giftedness are provided. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: create)

The basic premise of this article is that the child prodigy is a distinct form of giftedness which must be understood on its own terms. In contrast with the child of great general ability, the prodigy tends to have a more focused, specialized, and domain-specific form of giftedness. Studies of prodigies have contributed to changing theories about the nature of giftedness (e.g., from single to multiple) and will likely continue to do so. Along with the related phenomenon of savant syndrome, the prodigy points to a set of complex relationships between psychometric intelligence in the traditional sense and expression of talent within specific domains like music or mathematics. Based in part on findings from studies of prodigies, it is likely that there are important roles for both general and specific abilities in most forms of giftedness and that they represent two distinct evolutionary trends to maximize the likelihood of human survival. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

This chapter begins with an overview of the historical relationships between the intelligence testing movement and the corresponding dominance of the IQ definition of giftedness that has evolved. Then a sample of representative definitions of giftedness reflecting changing conceptions of intelligence during the last 3 decades is used to illustrate the range of variability in current thinking. Finally, the chapter includes a review of the issues underlying discussions of the value or relevance of the various definitions and a summary of promising developments in the research on gifted children and adults that may inform practice in identifying and providing appropriate educational interventions. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: chapter)

Humanitarian giftedness is the deployment of one’s gifts and talents in a way that, at some level, benefits humanity. Humanitarian giftedness involves sharing one’s gifts with others in a way that makes the world a better place. It is not something people are born with—they develop it in the same way other forms of expertise are developed—through a deployment of abilities as developed by deliberate practice and a focus on giving rather than just receiving. Teachers and parents can develop humanitarian giftedness by being role models, by sharing stories of humanitarian giftedness, and by encouraging it in their students. They also must discourage use of gifts for ends that harm humanity. The road to more humanitarian deployment of gifts is not through tests and other assessments, but through the development of humanitarian gifts as a learned form of expertise—as gifts not from genes, but rather from the interaction of the person with the tasks they confront and the environmental contexts in which they live. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: journal abstract)