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tackles the special competence dilemmas and perplexities experienced by . . . gifted young adolescents through an analysis of the self-statements of these uncommonly bright youngsters, he illuminates the cognitive and affective costs of intellectual precocity and the central role of social comparison theory and process in these adolescents' experiences of themselves translates his findings into general principles and practical suggestions for helping adolescents cope with giftedness (PsycInfo Database Record (c) 2020 APA, all rights reserved) (Source: preface) the clinical inquiry conducted among early college entrants / self-perceptions and high expectations / differentness in the realm of social functioning (PsycInfo Database Record (c) 2020 APA, all rights reserved) (Source: chapter)

my goal in the essay is to propose a general theory of intelligence that can explain, at some level and within a single conceptual framework, the psychological phenomena of retardation, disability and giftedness the remainder of the essay is divided into three parts / first, I shall seek to define the constructs for which an explanation is sought / second, I will present the rudiments of my "triarchic" theory of human intelligence, describing at each step of the presentation how the theory can be used to account for the various kinds of exceptional intelligence / finally, I will summarize and integrate the material in the earlier parts of the paper, and draw some conclusions about the nature of intellectual exceptionality (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

Giftedness is, in large part, a function of creativity in generating ideas, analytical intelligence in evaluating the quality of these ideas, practical intelligence in implementing the ideas and convincing others to value and follow the ideas, and wisdom to ensure that the decisions and their implementation is for the common good of all stakeholders. The model is referred to as WICS—wisdom, intelligence, creativity, synthesized—although the order of elements in the acronym is intended only to make it pronounceable. This chapter considers the elements of creativity, intelligence and wisdom, in that order, because it represents the order in which the elements often are initially used. As gifted performance evolves, however, the elements become interactive and so order becomes less relevant. The chapter then considers how the concepts can be employed in teaching and assessment, and finally, how they can be employed in identifying the gifted. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

One of the ongoing challenges for gifted and talented education is that the measures used to select students for advanced educational opportunities rarely identify those most likely to make creative contributions later in life. The smartest students are rarely the most inventive. Conversely, extremely creative people are often overlooked as average or without obvious potential during their educational years. A need exists to understand what factors mediate the relationship of talent to creative potential so that better ways of fostering creative talent early can be devised. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)

In this chapter, the authors focus on making giftedness productive. Though fundamentally psychological and educational, their approach is derivative of the "new economics" that broadly applies well-established economic principles to explain human behavior outside its traditional monetary purview, including learning, human and social capital, marriage, divorce, crime, addictions, suicide, and other phenomena (Becker, 1976). This economic approach employs only a few central ideas to parsimoniously explain and predict a wide variety of human behavior. The chapter looks at conceptions, and psychological explanations of productive giftedness. Toward that end, this chapter explains the findings of our research program and sets forth what makes for exceptional performance in school and in nonacademic pursuits. It summarizes our studies of the childhood traits and environments of eminent men of Western history and of 20th-century American women, as well as the family and school environments of 20th-century gifted adolescents. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)

In this chapter Finnish conceptions of giftedness and talent are presented. The Finnish conceptions are explored in the context of an educational system in which a strongly rooted egalitarian ethos and individualistic values are concurrently present. The teachers’ and students’ conceptions related to giftedness and intelligence and conceptions in the national core curriculum for basic education are discussed in the frameworks of domain-specific and developmental theories of giftedness. The implications of Finnish conceptions of giftedness and talent for teaching and learning in school are discussed. Differentiated teaching is advocated as a promising approach for educating gifted students in a Finnish context. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)

Considers intelligence in its cultural context, discussing the definition of culture and what intelligence is across cultures and looking further at the special case of giftedness across cultures. After describing alternative models of the relationship of culture to intelligence, the author presents some studies of intelligence in its cultural context, and then discusses the concepts of culture-fair and culture-relevant testing, arguing that there is no such thing as a fully "culture-fair" test. Finally, the author argues for the importance of wisdom in all conceptions of intelligence. (PsycInfo Database Record (c) 2020 APA, all rights reserved) (Source: chapter)

In this chapter, advanced development and giftedness within the context of the school are discussed. The authors contention is that advanced development is the fundamental concept for understanding giftedness, and they attempt to explain our position by offering a definition, describing the roots of the definition--explaining the changes in our thinking--that have led to a deeper understanding of giftedness and schooling, and proposing a modified definition. The authors also discuss some implications of the ideas they have proposed. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)

This chapter looks at giftedness and gifted education. The authors start off by giving some definitions of the word giftedness, and the theories behind those definitions. The authors then discuss how their conception of giftedness compares with other conceptions, the identification of gifted individuals, gifted education, and assessment of gifted individuals. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)

deal with the questions of how we decide what to assess in the identification of the gifted, and with alternative approaches to such assessment / consider the criteria used to assign the label of "giftedness" / consider alternative perspectives on intellectual giftedness, and the kinds of measures that derive from each (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

our conception of giftedness differs from many conventional ones in three key ways / [examine] the cognitive . . . including both personality and motivational aspects of the psyche as integral parts of giftedness / [suggest] that a major determinant of whether a child is labeled gifted does not depend on the child at all, but rather upon the environment in which the child develops and is evaluated / our model is neither a strictly additive one nor a multiple-threshold one: rather it is an interactive one / the six facets of our model are aspects of intellectual processes, knowledge, intellectual style, personality, motivation, and context (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: chapter)

"A Multidimensional Framework for Synthesizing Disparate Issues in Identifying, Selecting, and Serving Gifted Children" / Robert J. Sternberg and Rena F. Subotnik "The Study of Giftedness: Reflections on Where We Are and Where We Are Going / Franz J. Mönks, Kurt A. Heller and A. Harry Passow (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)

A wide variety of phenomena influence manifestations of intelligence, creativity, and wisdom. This interdisciplinary exploration sheds light on some of these phenomena and on how they energize or suppress these important dimensions of human ability. A few examples from the exploration include the need for long-range vision; the usefulness of interdisciplinary exploration as a tool for strengthening the integration of intelligence, creativity, and wisdom; the effects of climate change; the influence of metaphorical world views on our thoughts and actions; and the harm done by corrupt, social media platforms. Various recommendations for strengthening and synthesizing intelligence, creativity, and wisdom also are addressed. These include, injecting greater ethical awareness into the currently corrupt corporate world; taking advantage of the benefits of cognitive diversity; strengthening the influence and networking of transformationally gifted experts in various fields; and making ethical academic publishing more accessible to larger audiences. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: book)

We argue for a wide range of innate differences in ability in any domain, and that children with high levels of ability in a particular domain share three characteristics: they learn rapidly (precocity), they are intensely driven to learn (a rage to master), and they learn differently from typical children (they march to their own drummer). In the visual arts, high levels of ability have been most often noted in the ability to draw realistically. We show that this ability is independent of IQ and present some evidence that this ability is related to local processing skill. We also note one case study of a child who showed all three characteristics of giftedness but whose drawings were abstract rather than realistic. Thus it is possible that there are two routes that gifted child artists follow―one the early representational/realism route and the other the early abstraction route. We conclude the chapter by discussing our recommendations for how artistically gifted children should be taught and present the Reggio Emila approach in Italy as an excellent approach to the education of both typical and gifted children. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)

In this chapter, we highlight creativity’s role in giftedness. We first highlight the three Ds present in how creativity can apply to giftedness: its developmental trajectory, issues of domain specificity, and array of diverse perspectives. We highlight some theories of creativity that are particularly relevant for the field of giftedness, and then we discuss some specific concepts that we believe will guide us forward to help creativity play a more important role in giftedness. A core principle is that of creativity for all. This concept includes multiculturalism (considering non-Western perspectives), embracing the contributions of many mini-c creators as opposed to a single great Big-C creator, the potential of new technologies to help identify and promote creativity, and the ways in which creativity can help identify underrepresented gifted children. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)

The author argues that intelligence as measured by traditional intelligence tests has only a limited value for the prediction of professional success. Successful intelligence assumes as essential components analytical abilities, creative abilities, and practical abilities, including tacit knowledge. Adding tacit knowledge in particular markedly increases prediction of professional success. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: introduction) Topics include: the concept of successful intelligence (what is successful intelligence, intelligence vs successful intelligence); components of successful intelligence (analytical abilities, creative abilities, practical abilities); and putting together the three aspects of successful intelligence. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

The interactions between living in the urban context and being bilingual are factors that have inhibited recognizing students’ potential and abilities to be identified as gifted. Changing beliefs and adopting practices that enable urban bilingual students to have the opportunity to access and experience differentiated curriculum and challenging language development strategies can be defined as a process for urban bilingual students to overtly express the traits that can identify them as gifted learners. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)

Giftedness as a construct is increasingly found relevant in all of life’s endeavors. It is a construct with a long history in schools. As institutions tasked with the academic preparation of young people, schools must consider the practical application of any conception adopted. The constraints of schools and their institutional purpose determine what giftedness is in that setting. The optimal conception of giftedness within these boundaries provides for the development of exceptional abilities, while supporting the psychological well-being of students. It requires a commitment from schools to provide resources, supports, and opportunities that foster the development of students’ talents, with an eye toward their success beyond the K-12 experience. Students must also commit to their own talent development, bringing their abilities, interests, and the psychosocial skills required to bear in their approach to the school-provided opportunities. This chapter addresses the roles and responsibilities of stakeholders in a practical, school-based conception of giftedness. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)

The achievement and opportunity gaps between low-income students and their more economically advantaged peers present serious challenges for gifted education. Further, for rural students these excellence gaps may be even more pronounced, and the recognition of giftedness and subsequent program options are thus limited. The need to re-orient educators to think in terms of definition of giftedness, identification based on opportunity to learn, and provision of curricular interventions form the core of this chapter. Drawing on early work on curriculum for gifted students across populations and the lessons learned in working in rural schools (Callahan et al., Am Educ Res J 52:137–167, 2015) and ongoing work in a five-year project focusing on promoting gifted education in rural schools, we present a definition of giftedness based on specific academic ability, an identification process derived from the conception of place in the consideration of talent, steps in identification that incorporate the conception of opportunity to learn, and an outline of curricular interventions that also incorporate place-based pedagogy as a core element in selection of content. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)

This chapter focuses on creative-productive giftedness and proposes that young people showing creative potential and an investigative mindset should also have access to special opportunities, resources, and encouragement. It also describes the evolution of the Three Ring Conception of Giftedness, with its three interacting clusters of traits: above average (not necessarily superior) ability, task commitment, and creativity. Various considerations that have guided the development of the Three Ring Conception of Giftedness include the differences between two kinds of assessment. The first, assessments of learning, focuses on what students already know based on cognitive and achievement test scores. This approach to the development of giftedness and talents in all areas of human productivity takes into consideration factors related to another type of student data called assessment for learning. Factors include sensitivity to traits such as curiosity, interests, preferred instructional styles and expression styles, enjoyment of learning, collaboration, communication, cooperation, planning, and self-regulation. Recurring questions about the Three Ring Conception of Giftedness are discussed, as is the overall goal of both this definition and the recommended programming approach called the Schoolwide Enrichment Model. That goal is to increase the world’s reservoir of creative and productive young people who will contribute to the scientific, economic, social, and cultural development of mankind and to preserve the earth’s resources for future generations. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)