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Uses the systems approach to analyze such concepts as "potential" and "gifted." Emphasis is given to the correlation of psychological functions, ability, and giftedness. Also, the construction of a diagnostic test battery for evaluating potential is outlined. (42 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Asserts that in identifying the discrepantly gifted child, educators look at an imaginary norm from which these children deviate; this norm may well be within the children themselves. Performance vs potential, variations in competencies, the creatively discrepant, the extraordinarily gifted, and the behaviorally discrepant are discussed. It is concluded that (1) selection procedures must be varied and sensitive to the student population and program, (2) multiple options in programming must be sought, (3) the parents' role in setting the stage for school functioning must be clarified, and (4) the school can best serve gifted children only when educators acquire an in-depth understanding (via psychological assessment) of the gifted child. (3 ref) (PsycInfo Database Record (c) 2024 APA, all rights reserved)

Argues that intelligence seems to consist in large part of the ability to deal with nonentrenched tasks and concepts, but this ability seems only to be peripherally measured by current tests of intelligence. This view brings the concept of intelligence closer to that of creativity, as usually conceived, but still maintains the distinction between convergent and divergent thinking that has traditionally characterized the difference between what is measured in intelligence tests and what is measured in creativity tests. Examples of nonentrenchment in the assessment of intellectual giftedness are provided. (15 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Argues that the mental processes of humor and creativity are inseparable and that integrating the study of humor in the classroom is one method of recognizing and developing creative talent. Assumptions underlying arguments for paying deliberate attention to creative humor in the education process are discussed. It is contended that observation of both the production of and the response to humor during planned activites will provide teachers with clues to high-level cognitive connections and creative thinking talents. (18 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Argues that carefully prepared games can be an excellent means of enabling the gifted and talented student to develop formal thinking processes. Formal thinking processes enables gifted students to organize diverse ideas within a distinct subject area, and to do so in such a way that relevant conclusions become accessible. Several commercial games suitable for use with gifted students are described. (14 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Argues that the purpose in understanding the incidence and identification of the gifted and talented should not be to single out a prespecified percentage of students. A unique sample of people cannot be forced to conform to some statistical generalization about incidence. Instead, the concern should be with defining the unique characteristics associated with the concept of giftedness. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Discusses problems associated with identifying gifted children and defines 4 categories of gifted children. A strategy for the identification of exceptional pupils is presented and includes the following steps: biographical and developmental history; objective teacher observation; checklist; standardized tests; and recording, communicating, and planning. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Assessed the accuracy of teachers in primary and secondary schools in determining which children are able or gifted. Teachers' accuracy of the perception of giftedness was compared with that of the individually administered intelligence test, and the accuracy of the perception of giftedness by teachers and psychologists of primary and secondary school children and males vs females was also compared. 82 male and 81 female primary and secondary schoolchildren considered gifted by the heads of the school and teachers were administered the WISC. Results show that (1) there was a greater tendency by all teachers to overrate rather than underrate children as gifted in primary schools, (2) there were relatively fewer gifted children in secondary schools assessed by teachers and psychologists, (3) there was a strong tendency for teachers at secondary schools to underrate children, (4) more females than males were overrated as to being able by teachers at both primary and secondary school levels, and (5) more males than females were underrated as able at both primary and secondary school levels. Findings indicate that teachers, although they are able to identify a certain number of able children, do in fact underrate and overrate the performance of children generally on the basis of academic achievement. (30 ref) (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Suggests that because giftedness has often been defined by a score on an intelligence test or a percentile rank on an achievement test, support has been given to the myth that all gifted students are alike. However, research in the last 20 yrs has changed the view of giftedness to a multidimensional set of traits that exist in varying degrees in each individual. Since each gifted student is unique, one type of program is not sufficient for meeting the variety of needs of the gifted/talented students. (6 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Discusses (1) developing staff sensitivity to the existence of gifted students who are also handicapped, (2) formulating an identification process that will not allow the weaknesses of children to mask their giftedness, and (3) developing a transdisciplinary team approach composed of regular class teachers, special program teachers, and gifted program teachers all working together with parents in creating an individualized educational program for each child. Within the identification process a major new element is the Teacher Observational Item list, which contains 7 generally accepted indicators of giftedness that do not appear to be influenced by a diverse culture, disadvantaged background, or handicapping condition. (15 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Argues that there are certain unavoidable pitfalls in accepting the belief that giftedness can be defined by 3–5% of the normal curve. The 1st pitfall is that the belief that giftedness and IQ are one and the same. A 2nd pitfall emanating from the 3–5% approach is that the gifted are likely to be viewed as a fixed population, one that always can be preselected for special services. This almost universal practice of preselection effectively closes the door to all other students and says, in effect, that no matter what kinds of outstanding abilities a nonselected individual shows, any special program assistance will be refused. (18 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Relates the concept of giftedness and the procedures for identifying the gifted to cognitive-developmental (CD) theory, as represented by Piaget's (1952, 1972) theory of intelligence. The authors define giftedness as academic or intellectual talent that does not include characteristics such as creativity or artistic abilities. The CD approach is characterized by the following assumptions: (1) Cognitive development occurs in a stagelike, sequential fashion; (2) each stage is qualitatively different from one another, but later stages are derivatives of earlier stages; (3) each stage is characterized by the presence of a unique set of cognitive structures that determine the level and form of cognitive functioning; (4) cognitive growth is largely the result of active involvement with the world; and (5) movement from one stage to another is marked by transition points. The concept of giftedness most consistent with CD theory is one that views giftedness as extremely high aptitude within a specific content area. A CD approach can make distinctions between gifted and normal children at the end of the concrete operational level, probably between 8–20 yrs of age. CD theory clarifies identification and definitional issues, highlights problem areas, and directs future research and practical innovations in the field. (26 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Discusses certain affective traits (persistence, independence, and self-concept) and their contribution to the realization of giftedness. The issue of labeling children as gifted is addressed, and the current practice of using children's preferences as a guide to the development of both the cognitive and affective aspects of giftedness is discussed. Data are reviewed that suggest that for adults, persistence appears to be an important feature for realizing giftedness. For children, internal control and field independence are abilities that are favored in educational settings, and there seems to be an interaction among self-concept, giftedness, and achievement. It is suggested that giftedness is not an objectively observable condition but primarily a socially defined phenomenon. It is concluded that there are several valid arguments against using children's preferences and learning styles as the basis for designing educational environments. In the short run, it may be to the advantage of students that educators adapt the educational environment to their preference, but the possibility exists that this will lead to an abdication of adult responsibility. (56 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)