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A serious critique often made against giftedness research is an alleged neglect of the aspects of developmental psychology. We are therefore more than pleased that Marion Porath has agreed to assemble a series of papers on this topic and serve as Guest Editor for this edition of High Ability Studies. This edition is made complete by a fascinating case study submitted by Larisa V. Shavinina which she developed on the basis of the concept of entrepreneurial giftedness, and therewith fills a gap in our field of research. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

An introduction is given to the papers included in the present issue of High Ability Studies, which continues the tradition of presenting target articles which have been reviewed and commented on by eminent colleagues. In this issue Françoys Gagné (see record 2004-22507-002) submits his DMGT Model to discussion. To supplement the peer commentaries, additional questions are posed to which Professor Gagné presents his opinions. In his article 'Intelligence current in creative activities' Jiannong Shi (see record 2004-22507-011) undertakes a remarkable attempt to establish a theoretical bridge between the concepts of intelligence and creativity. In their highly interesting contribution 'Shona culture of Zimbabwe's view of giftedness' Constantine Ngara and Marion Porath (see record 2004-22507-012) make the case for fusing together the cultural and scientific views of giftedness in the school curriculum in order to develop a diversity of talents in students. Additional contributions include 'A review of primary and secondary influences on sport expertise' by Joe Baker and Sean Horton (see record 2004-22507-013), 'Cross-cultural predictors of mathematical talent and academic productivity' by Petri Nokelainen, Kirsi Tirri and James Reed (see record 2004-22507-014)and 'Explaining high abilities of Nobel laureates' by Larisa V. Shavinina (see record 2004-22507-015). (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Comments on article by Ericsson, Roring and Nandagopal (see record 2007-12554-002) regarding the three challenges faced by giftedness researchers. Questions are posed for the original authors. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Introduces the current issue of High Ability Studies, which will mark the premiere of an exceptional format for presenting and discussing new ideas: A target article and peer commentaries. The editorial provides information on submission of electronic manuscripts, and overviews the articles appearing in the current issue of the journal which cover topics including WICS as a model for giftedness, emotional and behavioural adjustment of the gifted, and career orientations of gifted early adolescent girls. In addition, the editorial previews the content of the upcoming issue of High Ability Studies. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

In this contribution ENTER will be used as a basis to determine which traits can be used to characterize identifications within the conceptual framework of the Actiotope Model of Giftedness. In contrast to alternative conceptions of giftedness this model employs a systemic approach which does not emphasize the identification of persons, but rather the identification of a learning path which leads to excellence. Following a brief overview of ENTER and the Actiotope Model of Giftedness, information pertinent for each step of ENTER will be specified. In conclusion a critical discussion of practical applications based on ENTER will be conducted. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

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)

The aim of these studies was to gain insight into math and physics teachers' implicit personality theories (IPTs) regarding gender-specific talent and motivation. The studies used C. S. Dweck's Motivation Process model for theoretic background. The goal of Study 1 was to explore the areas in which gender-role-specific thinking existed among 70 math teachers in a German Gymnasium, as well as the extent to which it existed. Study 2 replicated Study 1, with 44 physics teachers. The teachers, as expressed by their IPTs of intelligence and learning-goal orientation, saw no gender differences. However, physics teachers awarded boys a higher performance goal orientation but seemed to assume that this was accompanied by a strong work avoidance attitude. Contrary to expectations, no relationships could be substantiated between the teachers' perceptions of pupils' motivational orientations and their reference-norm orientation, for which also no gender-specific cognitions could be proven. Sometimes gender-related points of view appeared very distinctly in both the math teacher and physics teacher samples. Sometimes though, no attitudes of this type could be isolated and, in some areas, they were detected only in contradictory statements. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

At the outset of the chapter, it is pointed out that the concepts of gifts and talents have their origins in mythology, theology, and metaphysics. The main reason for their adoption into science was the compulsion to find explanatory concepts for the phenomenon that some persons attain a level of efficiency in a specific domain that normally cannot be achieved, even with extreme learning efforts and the best of support. To explain this phenomenon, the Actiotope Model of Giftedness places the focus on the actions of an individual and their evolution. The development of excellence is understood as an adaptation of a dynamic system, which intensifies in complexity through interactions with the objective structure of a domain, whereby with increasing excellence, the individual will also increasingly effect changes in the objective structure of the domain itself. This chapter also considers the coadaptation and coevolution of the components of the Actiotope, such as the action repertoire and its determinants, goals, subjective action space, and environment, as well as the interaction of these components within a network. Gifts and talents, which are traditionally understood as attributes of an individual, therefore, have several mothers and fathers. It is now time to recognize them by their true names. It is also time to give their talented children the chance to attain excellence by providing them with an individually tailored promotion of their entire Actiotope. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)

"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)