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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)
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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)
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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)
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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)
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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)
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"… 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)
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The National Society for the Study of Education is now presenting its third yearbook on the subject of the desirability of providing opportunities for reasonable adaptations of curriculums and procedures of formal education to the extraordinary capacities and interests of the gifted segments of school populations. It is expected that the present yearbook will stimulate further advances in the improvement of educational opportunities for the superior students in all types of educational institutions. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: preface)
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If we are to identify gifted children and help them develop their potentialities, we must understand the nature of giftedness— what it is, how it originates, how it develops. We also need to know how widely it is distributed, by what general characteristics it may be recognized, and what variations may be expected among gifted individuals. To reach such an understanding, we must start with several basic concepts. These concepts include: Concepts of giftedness; genesis of giftedness; distribution of gifted children; development of giftedness; interrelations of characteristics of gifted children; talent and genius, and individual differences. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: create)
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Tests of short-term learning and memory were administered to matched sample of intellectually superior Ss at 3 age levels; 17-35, 36-55, and 56-74. In general, test scores declined differentially with age. The effect of age on decline of incidental or latent learning was discussed in terms of "a loss in surplus intellectual resources." (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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Pupil appraisals of a 6-week summer school enrichment program are presented. 20 gifted 5th graders participated. Student comments tended to be favorable. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
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The reading background of 50 superior readers among college freshmen were studied. Approximately half of them reported that they were able to read before entering the first grade; of these, two thirds had been taught to read by some member of their families. Half of the students reported that they became interested in reading because they were curious about the content of the books. The family played a more important role in fostering interest in books in early years than the school did. No definite answer was given to the question if giftedness in reading could be identified early in the life of the child. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
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Abstract thought consists of varying degrees of decathexis of objects in order to deal with nonrepresentational aspects of their attributes such as class, quantity, and physical spatial relationships. The psychotic keeps the intermediate stages of concept formation close to the primary process, while the gifted individual keeps the results of the intermediate steps available to the secondary process. Under the impact of the transference the controlled regressive aspects of abstract thinking may be disturbed and thus bear a closer resemblance to the thought process of the psychotic. 46-item bibliography. (PsycInfo Database Record (c) 2024 APA, all rights reserved)
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Questions are raised concerning problems of identifying talent for social science in childhood and cultivating such talent in educational programs. Suggestions for ways of meeting the questions are included. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
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