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Discusses the relationship of the fields of psychology and the study of education, which are interdependent. The science of psychology is bound to the framework and methods of education to explain psychological phenomena and personality traits, and finds in the theory and practice of the educational act an ideal field of application. It is emphasized that these fields are not solely concerned with each other, but are interrelated at certain levels involving methods of teaching, definitions of "talent" and "giftedness," child behavior, behavior modification, creativity, environmental influences on behavior, and learning styles. It is concluded that the formation of self-regulating mechanisms and values is the direct objective of personality education. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Contends that parental awareness of the gifted child's uniqueness and special needs may prevent emotional problems. Parents are advised to value the individuality of the child, approve of the child's accomplishments but continue to show acceptance even when failure occurs, watch for perfectionistic tendencies, help the child be a child and enjoy his/her youth, provide the child with opportunities for choices and decisions that teach responsibility, and be informed about what giftedness means in the child's individual case. (20 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Using a quote from J. Gardner's (1961) book Excellence, the author discusses the importance of (1) actual achievement contrasted with predicted potentials, (2) the need to recognize that differential value must be placed on some fields over others, and (3) the need to encourage excellence in a wide variety of domains. The major shift in perspective suggested is that general academic ability be displaced as the central and dominant criterion for giftedness. (11 ref) (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Administered to 300 6th graders a variety of aptitude tests that included the Otis-Lennon Mental Ability Test and the Torrance Tests of Creative Thinking. Results show that a very limited number of Ss could be classified as gifted using an identification model based on the Revolving Door Identification Model of J. Renzulli et al (1981). Findings suggest that the selection of assessment devices and definition-identification consistency in gifted education influence both which and how many students are served. (17 ref) (PsycInfo Database Record (c) 2024 APA, all rights reserved)

The authors reply to S. Kontos et al (see record 1984-19044-001), who challenge the logic and practicality of the Revolving Door Identification Model proposed by the 1st author and colleagues (1981). It is suggested that the study by Kontos et al contains conceptual and methodological errors and that they misinterpret the definition of giftedness. (4 ref) (PsycInfo Database Record (c) 2024 APA, all rights reserved)

Discusses the important qualities required of teachers of gifted children, as well as new teacher training strategies. Particular attention is given to professional training norms established by the Professional Training Institute of the National Association for Gifted Children (US). Critical remarks are also made concerning the risks of overly restrictive research programs related to giftedness. (5 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Discusses a predictive index developed from clinical and statistical use of the Barclay Classroom Climate Inventory (BCCI) that is designed to help identify gifted children and those in need of remedial help in learning. The BCCI was used to confirm the academic and social statuses of 64 gifted 4th graders (IQ 130+) and to evaluate their progress, and the predictive validity of the measure was determined using data from a further 234 children. The usefulness of the BCCI in counseling, special education, and school psychology is discussed. (16 ref) (PsycINFO Database Record (c) 2017 APA, all rights reserved)

Determined the percentage of identified gifted children and adolescents in public schools from each zip-code county area in a social area analysis of San Diego to test the hypothesis that Ss' gifted status is independent of socioeconomic or cultural disadvantages. Results do not support the hypothesis: Rank-order correlation between Ss' intellectual status and corresponding average housing price showed a high relationship between the 2 variables. Findings indicate the need for identification and promotion of gifted children from low-stimulating homes and fringe groups. Future research using more specified social-area types and individual indicators (e.g., occupation of head-of-household) is recommended. (45 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Describes 3 areas of assistance sought by 20 parents of gifted children who participated in a workshop: (1) They wanted to understand their children's development in terms of giftedness, intellectual ability, social-emotional factors, and motivation. (2) They were anxious that their children proceed at their own pace and avoid boredom. (3) They searched for enrichment activities and resource materials over a wide range of interests. Overall, they wanted assurance that their children, although gifted, were normal. (1 ref) (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Presents results of studies conducted in Argentina of the problems of the highly gifted child; the studies involved a bibliography on the subject, the formulation of a scheme for detecting such cases, and a tentative teaching approach. Creativity is viewed as an essential component of giftedness, and family counseling is considered of paramount importance. The needs of the gifted are perceived as an aspect of special education, with emphasis on providing for those needs within the normal school. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Describes a newly developed Form U Biological Inventory that measures 4 indicators of gifted/talented abilities (academic performance, creativity, leadership, and artistic potential) and is consistent with the conceptions of gifted and talented attributes advanced by the US Department of Education (USDE). The background of the test's development and use and implications for its application are discussed. Advantages of the test include similarity to IQ tests, prediction of college and graduate school success, racial fairness, and economic feasibility. (32 ref) (PsycInfo Database Record (c) 2024 APA, all rights reserved)

Contends that gifted young people without an accurate and realistic self-concept create emotional difficulties for themselves that prevent them from fully using their talents in constructive or satisfying ways. They frequently misunderstand what giftedness means in their lives, hold unrealistically high expectations for their own achievement, confuse the means and the ends of their accomplishments, overvalue their cognitive dimensions at the expense of their affective natures, or view giftedness as an entitlement. It is suggested that gifted youth need help to build accurate and realistic self-concepts, to develop realistic expectations of themselves, and to place their intellectual talents in the proper perspective. (9 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Argues that, on the basis of classroom observations, preschoolers (PSs) do show evidence of giftedness. In nearly all preschools, one routinely observes happenings characteristic of the 6 areas of giftedness delineated by S. P. Marland (1972). For example, PSs may be seen reading and discussing the extinction of dinosaurs or suggesting uses for common household objects that adults never imagined. PSs do not appear to be restricted from possessing or displaying a variety of gifts or talents. However, gifted PSs are in a double-jeopardy situation because they are a minority and, historically, gifted programs for PSs have lagged behind those for older gifted children. The sparsity of such programs may have long-term negative consequences: Gifted children may never reach their potential if they miss experiences early in life that are necessary for maximum development. Some researchers have suggested that a lack of support during the early childhood years is one reason for the underachievement of many gifted adolescents. An enriched, child-responsive preschool environment that affords opportunities for all children to demonstrate and develop gifts specific to them would meet the educational and affective needs of children who normally would have been identified as gifted or who would have been overlooked. (40 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Discusses research in giftedness and gifted education across a broad spectrum, the results of which lead to a perspective regarding giftedness that differs somewhat from the prevailing descriptions and definitions of gifted students' needs. The author discusses the characteristics of the gifted high school student in terms of divergent behavior, goal orientation, task persistence, intraception, social awareness, and social effectiveness, and presents these characteristics as a guideline for determining appropriate educational programs for gifted pupils. It is suggested that a primary goal of gifted education, in addition to providing both a knowledge and skill foundation, is to enhance self-understanding and social skills. (15 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Past research has suggested that the personality of gifted adolescents may vary as a function of the specific area of giftedness, the absolute level of giftedness, and the Ss' sex. Mathematical ability is of particular interest, since this ability area is usually stereotyped as being more appropriate for males and may have different effects on the personalities of gifted boys and girls. The present study investigated the self-esteem and self-concepts of 216 7th and 8th graders who were either highly gifted, able, or average in mathematical ability. Results from the Adjective Check List indicate that mathematical ability affected the self-esteem of only girls and that both sex of S and level of ability had an effect on the content of the self-descriptions. Findings do not support the image of the mathematically gifted as uniquely critical or emotionally detached from peers. (20 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)