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The six articles in this issue demonstrate how broad the field of giftedness research is today not only regarding the domains and constructs under investigation, but also with respect to the methodologies being implemented. The first contribution addresses deliberate practice and the development of expertise. They investigated elite and sub-elite soccer players between the ages of 9 and 18 in a retrospective cross-sectional design. The second contribution to this issue analyzes the relationships between components of leadership giftedness and multiple intelligence. The next article estimate the proportion of students who are underachieving using Rasch measurement models. The next contribution submitted examined how giftedness is defined by the Ndebele culture of Zimbabwe and what this culture acknowledges as the major attributes of giftedness. The last two articles in this issue are devoted to the topic of creativity. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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Introduces the target article for this issue, 'Giftedness and evidence for reproducibly superior performance: an account based on the expert performance framework.' In this paper, the authors address the question of whether giftedness and attained level of achievement can be empirically distinguished. The target article is followed by peer commentaries among expertise and giftedness researchers. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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This issue of High Ability Studies appears to be a further indication that giftedness research and expertise research do not necessarily have to be considered contending fields, and can very well complement one another. Three of the articles in this issue are founded in the area of classical giftedness research. They address theoretical and practical questions associated with the measurement of high abilities, the significance of motivation within the framework of conceptions of giftedness, and issues of social adjustment among gifted children. The fourth contribution creates a link between the two fields in that it examines the academic achievements of talented athletes and describes the structures and qualification profiles of special schools for talented athletes. The three remaining articles pertain to expertise research—two address the concept and significance of early sport specialization, and the third is concerned with excellence and professionalism among environmental experts. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
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Presents an interview with Françoys Gagné, who recently retired from his full professorship in the Department of Psychology (Educational Psychology) at the Université du Québec à Montréal and is now honorary professor. Dr. Gagné is better known in the US and abroad for his Differentiated Model of Giftedness and Talent (DMGT), as well as his psychometric studies of peer nominations (Tracking Talents). He has won major awards in the field of gifted education, among them awards from the American MENSA Association in 1993 and 1998 for his research in gifted education, and an award from Gifted Child Quarterly in 1994 for best article of the year. In this interview he speaks about the following topics: his reasons for choosing gifted research, his first work in this field, his thoughts on the most important questions in this field, the importance of giftedness research and the support of gifted and talented, ability grouping, intrapersonal and environmental catalysts for gifted persons, cross-cultural validity of the DMGT model, teacher preparation, and important teacher qualities to support giftedness and talent. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
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Traditionally, in giftedness research, the intelligence quotient has been presumed to be the best predictor of high achievement levels. From the perspective of the Actiotope Model of Giftedness, however, it is merely one indicator among several on the effectiveness of the academic action repertoire. In this model, learning is considered to be more important than personal traits for attaining high levels of achievement. This is confirmed with three studies conducted with pupils in grades 8 through 11. In Study 1 it was shown that high achieving pupils in the subject of mathematics can be differentiated from other pupils according to the learning orientation of their subjective action space. High achievement can be better predicted over a temporal distance of six months through the learning orientation of the subjective action space than through intelligence. This finding was replicated in Study 2 for the scholastic subject of biology. In Study 3, an investigation was undertaken to determine whether the performance enhancing effect of a learning oriented subjective action space is also beneficial in coming to terms with experiences of failure. This premise could also be confirmed. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)
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- Journal Article (5)