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Many disputations about principles in psychology arise from individual characterological differences in the disputants. Thus, characterology might play an important part. When one person thinks to have discovered this, the other that, by introspection, characterology would have to show why the results in the one case should differ from those in the other, or, at least, to point out in what other respects the persons in question were unlike. I see no other possible way of clearing up the disputed points of psychology. Psychology is a science of experiences, and, therefore, it must proceed from the individual to the general, and not, as in the supra-individualistic laws of logic and ethics, proceed from the universal to the individual case. There is no such thing as an empirical general psychology; and it would be a mistake to approach such without having fully reckoned with differential psychology. The purpose of this work is to apply characterology to the solution of a few of these doubtful matters, with special reference to the distinctions between the sexes. The different conceptions depend not so much on differences of sex as on differences in giftedness. In the course of the chapter this proposition will be taken as absolutely binding, and will be used really as a means of valuing genius. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: create)

The importance of submitting our faculties to measurement lies in the curious unconsciousness in which we are apt to live of our personal peculiarities, and which our intimate friends often fail to remark. The following topics are covered: colour blindness is usually unsuspected; the unconsciousness of high intellectual gifts and of peculiarities of mental imagery; heredity of colour blindness in Quakers; and the work of Young and Dalton. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: book)

The unity of contradictions in the structure of schizophrenic and epileptic thinking is displayed in the disorder of the inward unity of analysis and synthesis, in the change of the dialectical structure of thought—in some cases a decrease of synthesis and hypertrophy of analysis, and hypertrophy of synthesis with decreased analysis in other cases. This one-sided decrease and compensatory increase are the cause of dementia (sui generis) and a peculiar one-sided giftedness. This differentiates these psychoses from the organic diseases of the central nervous system, where the analysis and synthesis are disordered simultaneously. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

The typologies of Spranger, Kretschmer, Jung, Jaensch, and Pfahler are reviewed and comparisons among them are made, showing interrelationships and differences. Studies of the contributions of heredity in temperament, morality, intelligence, and special abilities and giftedness are surveyed. It is emphasized that likenesses are easier to demonstrate among identical twins but do exist among other relationships. Constitutional factors cannot be changed, in that a cyclothymic cannot be transformed into a schizophrenic. However, the markings of environment will strengthen certain tendencies and push others into the background. For example, poverty and misery might increase tendencies toward anger in one of a manic make-up to the point that this becomes a habit or pattern, over which the individual has no control. Thus, the use of such discipline as corporal punishment may have unforeseen effects, beyond the intended purposes. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: create)

The author presents reflections on creative behavior in children and adults. Beginning with the infant, the development of the nervous system and behavior is described. Test results are presented to indicate stages in development and acceleration factors in precocity. In describing creative imagination in poetry, the works of Coleridge are analyzed and discussed. Creative imagination in science is described through accounts of the lives and works of Charles Darwin and Josiah Willard Gibbs. It is Gesell's thesis that genius is a growth phenomenon, and "we shall never arrive at the inner nature of genius until we know more about the nature of growth." Processes of embryonic growth are illustrated and described, and the relations of genius and culture are presented. "Society must find new devices for making optimal use of its genius." (PsycINFO Database Record (c) 2018 APA, all rights reserved)

This is the 7th volume in a series whose purpose is to stimulate interest in health matters and to furnish factual information. The chapters of psychological interest deal with the brain and mind (see 17: 2581), the Freudian epoch (see 17: 2692), and genius, giftedness, and growth (see 17: 2636). (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: create)

A survey of the courses of instruction offered in Teachers College by Leta S. Hollingworth during her period there as an Instructor and Professor, reveals about ten main projects. In addition to these courses, developed by herself in her own program, she cooperated in various other courses. In addition to courses in general educational psychology, Hollingworth did work on subnormal children, learning disabilities, the psychology of adolescence, mental adjustment in relation to education, and intellectual giftedness in children. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

In using the word "gifted" we refer to the child whose capacity for learning and inherent mental endowment is greatly above the average. Just as children who suffer from an innately low mental capacity are at a disadvantage with those of average intelligence, so others who far surpass the average may, under certain circumstances, easily become maladjusted. They, like the dullards, may experience difficulty in adjusting to a community arranged to suit the average individual. There are, roughly, two classes of gifted children, though a child may belong to both classes. The first class comprises those with a high level of general intelligence. According to Professor Cyril Burt, an Intelligence Quotient of 125 and over, in children, is considered to be secondary school scholarship standard and 130 and over, in adolescents, University Scholarship standard. Over 145 is considered to be brilliance. The second group consists of children who are endowed with special gifts such as a high degree of capacity for music, mathematics, scientific precision, art, acting, dancing, writing or executive and mechanical ability. This chapter discusses giftedness and child and adolescent development. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

Summarizes studies of: characteristics of the gifted; history of concepts and attitudes toward giftedness; special provision for education of the gifted (with non-critical descriptions of programs in a number of different U.S. cities); pedagogical organization and procedure (acceleration, special class, curriculum enrichment). Conclusion: While there is "no one best method," it is true "there must be differentiation in the schooling of the gifted. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: create)

Part I discusses the types and levels of abilities of which the creative type is the highest. Intelligence tests are not sufficient for the selection of gifted persons. A satisfactory result cannot be obtained by the analysis of the personality of the genius but by the analysis of his work. Part II analyzes the creative activity itself in its conscious and unconscious phases. Part III contains the history of the problem of the personality of the genius and states the criteria by which a work of art, music, science or technique can be qualified as that of a genius. A distinction is made between the three different types: the genius, the great man, and the saint. Part IV deals with the biological and developmental problems of superior giftedness. 12 page bibliography. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: create)

This volume draws attention to the nature of giftedness, needs, interests and abilities of the gifted child, methods of identifying the gifted child and developing a program which helps him develop to an optimum in all areas. The author emphasizes the necessity of teachers, schools, and communities cooperating in the formation of systematic policies and procedures for the education of the gifted child. The enrichment program is suggested as the program which offers the greatest opportunity for the achievement of goals, under existing community circumstances. 30 references. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: create)

A summary of current practices in the identification and education of the gifted child. Also presented are the results of a survey in the schools of the Ohio Valley, which includes 31 counties located in Ohio and West Virginia. 36 refs. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: create)

The laws of the biological formation of the genius are examined, and the psychology of his inner development is probed. (See 4: 3312.) While giftedness is hereditary in families, geniuses originate biologically very often at the time when very gifted families start to deteriorate. Mental disorders, especially borderline conditions, are definitely more frequent among geniuses than among the average population. The question arises if the genius is a genius because of or in spite of this psychological component. A large number of geniuses are examined and classified into groups according to particular traits. The collection of portraits demonstrates the correlation between physique and the kind of genius. Certain types of body constitution prefer special modes of mental creativity. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: create)

The chapters and their principal authors are: Havighurst, Robert J., et al., "The Importance of Education for the Gifted"; Tannenbaum, Abraham J., "History of Interest in the Gifted"; Goldberg, Miriam L., "Who are the Gifted"; Wilson, Robert C., "Creativity"; DeHaan, Robert F., "Social Leadership"; Williams, Clifford W., "Characteristics and Objectives of a Program for the Gifted"; DeHaan, Robert F., & Wilson, Robert C., "Identification of the Gifted"; Passow, A. Harry, "Enrichment of Education for the Gifted"; Norris, Dorothy E., et al., "Programs in the Elementary Schools"; Michel, Lloyd S., et al., "Secondary School Programs"; MacLean, Malcolm S., & Carlson, Robert B., "College and University Programs for the Gifted"; Rothney, John W. M., & Koopman, Norbert E., "Guidance of the Gifted"; Wilson, Frank T., "The Preparation of Teachers for the Education of Gifted Children"; Kough, Jacob, "Community Agencies and the Gifted"; Havighurst, Robert J., "Community Factors in the Education of the Gifted"; and Williams, Clifford W., "Organizing a School Program for the Gifted." (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: create)

Permanent record data, rating scales, and the California Test of Personality were used to investigate "circumstances and conditions which influence some high school pupils of superior ability to a high level of academic achievement, while others of equal ability fail to realize proportionate accomplishment." The population consisted of 237 participants in the "very superior pupil" program of the Long Beach, California schools. The superior pupil's concepts of himself and his orientation toward the future were found to be closely related to his achievement. Low achievement among pupils of superior intelligence was found to be associated with a lack of positive influences, rather than to the presence of negative influences. Although personal adjustment scores were found to be more satisfactory for the higher achievement groups, they were not a determining factor as to level of academic achievement. Patterns associated with low academic achievement were found to be numerous and varied. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: create)

Basic to the goal of individualized education is a broad, functional guidance program based upon a thorough evaluation program designed to identify the students' individual differences. The adequate use of tests by teacher-counselors is illustrated on a typical tenth grade class of 26 students. A testing program for identifying and guiding gifted students is presented. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: create)

An educator's approach to a definition of the gifted child, how to identify him, how to develop the gifted child in the home, in elementary and high school and in college. Commentary on the problems of social and academic adjustments including the roles of the teacher and parent. 50-item bibliography. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: create)

"… presents a survey of the field of education for exceptional children." Includes chapters on the psychology of teaching the gifted and the handicapped child. Discusses the problems of exceptional children in relation to the development of educational programs. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: create)