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Five issues about giftedness are discussed. First, the origins of giftedness are explored. The view that giftedness is entirely a product of training is critiqued. There is indirect evidence for atypical brain organization and innate talent in gifted children: Many gifted children and savants have enhanced right-hemisphere development, language-related difficulties, and autoimmune disorders. Second, the intense motivation of gifted children is discussed. Third, it is argued that gifted children have social and emotional difficulties that set them apart. Fourth, evidence for the often uneven cognitive profiles of such children is presented. Finally, the relationship between childhood giftedness and "domain" creativity in adulthood is discussed. Few gifted children go on to become adult creators because the skills and personality factors required to be a creator are very different from those typical of even the most highly gifted children. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)
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Gifted children, those with unusually high ability in one or more domains, not only develop more rapidly than typical children, but also appear to be qualitatively different. They have an intense drive to master, require little explicit tuition, and, if intellectually gifted, often pose deep philosophical questions. Although some psychologists have tried to account for the achievements of gifted individuals solely in terms of drive or "deliberate practice," no evidence allows us to rule out innate differences in talent. Profiles of gifted individuals are often uneven: Extremely high ability in 1 area can coexist with ordinary or even subnormal ability in another area. Scientific investigation of the gifted reveals the importance of drive and hard work in achievement of any kind, and the lack of necessary correlation among abilities in different areas. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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Lynn Liben raises three broad, thought-provoking issues in her chapter on giftedness in the spatial-graphic domain (see chap. 4, this volume; see record 2009-00231-004). First is the role of the study of giftedness in developmental psychology and the question of why giftedness is such a neglected area of study within psychology. Second, she prods readers to consider just how one should undertake the study of spatial giftedness, which is itself a much neglected domain of study within the area of giftedness relative to the study of mathematical and verbal giftedness. And finally, she leads readers to recognize what can be learned from the study of spatial-graphic giftedness. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)
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In this chapter, the authors focus on extreme giftedness--individuals whose potential and/or achievement are several standard deviations above the norm. The authors focus their attention on children because they are interested in early signs of giftedness and in how such atypical children are best identified, assessed, and educated. Gifted children stand out in four striking ways. They are precocious in their domain of ability; they are passionate about and have a rage to master that domain; they think, learn, and solve problems in ways that are qualitatively different from typical children; and they are aware of being different from others. Those four ways are discussed, along with a number of ways to identify and evaluate giftedness, and educating extremely gifted students. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)
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Reviews and discusses research on giftedness development and the education of gifted or talented children. Technical issues include the definitions of gifted and talented, characteristics of giftedness (precocious, intrinsic motivation, creativity), indicators of giftedness such as IQs, and differential areas of giftedness such as the arts. The author presents an overview of theory and evidence supporting creativity and talent as positive characteristics, including research on a proposed model (Simonton, 1999) that is multidimensional and dynamic, late-bloomers, giftedness and well-being, introversion, and methodological weaknesses in gifted research. Research on the developmental stability of creativity and talent over the life span suggests that although gifted children tend to become high-achieving adults, the transition from gifted child to adult creator is often painful, and only a fraction become "big-C creators". Implications for education and promotion of creativity and talent are discussed. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)
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"Conceptions of Giftedness from a Meta-theoretical Perspective" / Albert Ziegler and Kurt A. Heller "A History of Giftedness in School and Society" / Abraham J. Tannenbaum "Giftedness as Developing Expertise" / Robert J. Sternberg "Understanding the Complex Choreography of Talent Development Through DMGT-based Analysis" / Francoys Gagné "New Conceptions and Research Approaches to Creativity: Implications of a Systems Perspective for Creativity in Education" / Mihaly Csikszentmihalyi and Rustin Wolfe "Giftedness in Non-academic Domains: The Case of the Visual Arts and Music" / Ellen Winner and Gail Martino "Genius and Giftedness: Same or Different?" / Dean K. Simonton "International Trends and Topics of Research on Giftedness and Talent" / Kurt A. Heller and Neville J. Schofield (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)
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- Book Section (4)
- Journal Article (2)