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in order to address the lack of information about the personal and phenomenological experience of gifted women, I recently conducted a longitudinal follow-up study of gifted women who had first been studied in the late 1950s / this study provided an opportunity for a close, detailed examination of the adult development of a group of gifted women now at midlife / quantitative and qualitative data from 35 women were used to assess how women identified as gifted in the 1950s have experienced giftedness and competence in the personal and interpersonal domains of their lives / in addition, analyses of extensive interview data provided new insight to "the experience and meaning of work" for gifted women (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

tackles the special competence dilemmas and perplexities experienced by . . . gifted young adolescents through an analysis of the self-statements of these uncommonly bright youngsters, he illuminates the cognitive and affective costs of intellectual precocity and the central role of social comparison theory and process in these adolescents' experiences of themselves translates his findings into general principles and practical suggestions for helping adolescents cope with giftedness (PsycInfo Database Record (c) 2020 APA, all rights reserved) (Source: preface) the clinical inquiry conducted among early college entrants / self-perceptions and high expectations / differentness in the realm of social functioning (PsycInfo Database Record (c) 2020 APA, all rights reserved) (Source: chapter)

The primary objectives of "Intelligence and Giftedness" are: to demonstrate that—even though human intelligence is primarily a function of heredity—the quality of children's educational environments during infancy and toddlerhood can make a dramatic and lasting difference in their measured intelligence; to identify those features in the early home environment that affect intellectual development, with a particular emphasis on those that are of the greatest importance in normal- and above-average-IQ populations; to detail the nature of highly successful IQ-raising programs begun in infancy and toddlerhood; to interrelate information about the major stages of brain and behavioral development and to use this knowledge to suggest a rationale for effective stage-dependent "infant and toddler lessons"; to provide organized, integrated, and well-documented summaries of the literature that relates human intelligence to familial, prenatal, and early environmental variables; [and] to offer an alternative to certain widely held beliefs concerning the nature and pace of human intellectual evolution. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: preface)

creativity, identity formation, and career choice come together in the late teens or early twenties for most people / the two samples of exceptionally gifted boys in math/science or with exceptionally high IQs . . . whom I have been following longitudinally during the past 12 years are not exceptions / a sizable number . . . in each sample had made educational or career choices that differed from those mentioned and expected of them years earlier and from those made by the majority of boys in their particular sample / these subjects I discuss as "crossovers" to highlight the fact that they have moved from the career plans determined earlier . . . in the study giftedness, education, and the achievement of eminence dangers and impediments: family and culture (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

what is creativity and why is it important / how is creativity measured and studied empirically / what are the major findings that have resulted from past research and what are the trends in current research / what are the implications of these research findings for educational practice four categories of giftedness / levels of giftedness construct validity / individual differences / creativity and personal-social adjustment in gifted children / learning style (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

This text concerns the clinical assessment of the intelligence of adolescents and adults. In addition to the Wechsler Adults Intelligence Scale (WAIS-R), other instruments are also integrated with the WAIS-R to aid clinicians in assessing individuals with brain damage (Chapters 9, 10, 11, 12, 17), learning disabilities (Chapters 13 & 16), mental retardation (Chapter 15), Alzheimer's disease (Chapters 13 & 17), psychiatric disorders (Chapter 9), and a variety of neuropsychiatric disabilities (Chapter 14). The main question faced by most examiners is not whether to give the WAIS-R, but what instruments should be used to supplement the WAIS-R. Memory tests? Other cognitive tasks? Achievement batteries? Adaptive behavior inventories? Tests of creativity? Thorough neuropsychological batteries? Virtually every important test for the 12+ age range that was designed to measure intelligence or closely related skill areas is described and evaluated. Coverage includes tests that have recently been published (Wechsler Memory Scale-Revised) and some that were not yet available when this book went to press (Peabody Individual Achievement Test-Revised, Woodcock-Johnson Psycho-Educational Battery-Revised). This text is intended for graduate students and professionals in clinical psychology, school psychology, neuropsychology, counseling, special education, educational psychology, developmental psychology, psychometrics, psychiatry, and gerontology. It is appropriate for students who are learning to administer tests for the first time as well as advanced students taking practica or internships. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: jacket)

discusses developmental considerations and suggests that composers organize those experiences which deal with individuation around music, sound, and listening, and have a refined capacity to retain and develop body sensitivity and body experience and to use them in the service of their art / it is the ability to retain and develop early modes of experience which is characteristic of the gifted composer it is suggested that the truly gifted composer has the capacity to experience and reexperience early separation trauma in order to fomulate and present new ideas and is able to stay open to developmentally early modes of thought (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: chapter)

Oberman points out that despite the brilliance of supervisors and giftedness of candidates, there may be a lack of adequate understanding and guidance in the supervisory process / whereas many supervisors place the personal and professional growth of candidates first and foremost, this often proves not to be the case / supervisors, not having the benefit of the candidate's associations, are often unaware of the nature of the transference or the candidate's conflicts Oberman sees the capacity to form a learning alliance as a prerequisite for supervision / he perceives the training program in general, and the training analysis in particular, as recapitulating the parent-child relationship, and by so doing limiting the resolution of the Oedipus complex (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: introduction)

The bulk of the book is a detailed description of the UAG (Underachieving Gifted) program design—its philosophy and rationale, goals, differentiated instruction, restructured environment, and parent involvement. The book presents a successful, low-cost K-8 program, designed and implemented specifically for the gifted underachiever. Part I opens by establishing a theoretical framework for the reader as well as a definition of giftedness and the gifted underachiever. The author goes on to describe the causes and influences of underachievement and to provide a useful review of the literature. Part II presents the program design, its philosophy, rationale, and goals. A step-by-step approach to implementing such a program in your own school is given, along with the process of identifying the gifted underachiever, a description of start-up tasks, and the possible pitfalls and solutions to resolve them. Part III offers help in the day-to-day practice of teaching in the program and is complete with curricula, materials, a lesson plan, and instructional strategies. "Reaching the Gifted Underachiever" is a must for all practitioners working with K-8 gifted and gifted underachievers. It will also be useful as a supplemental text in courses in gifted education. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: foreword)

Examined achievement motivation, creativity, intelligence, and scholastic achievement in 100 male and 100 female Muslim minority children (aged 13–19 yrs) in India. Ss formed 4 subgroups: (1) culturally deprived, economically high; (2) culturally high, economically low; (3) culturally advantaged, economically high; and (4) culturally advantaged, economically low. Measures of the variables revealed that Group 1 scored higher than its advantaged counterparts. Group 3 scored better than its deprived counterpart. Results are interpreted in terms of impact of environmental settings and economic conditions on individuals' social psychological growth. (PsycInfo Database Record (c) 2020 APA, all rights reserved)

Compared psychological profiles of 497 male and 508 female mathematically gifted 10th graders with those of normative groups. Typical gender differentiating attributes (e.g., interest patterns) were less stereotyped in gifted males and females. Gifted Ss were intellectually superior across a wide range of cognitive abilities; however, evidence for more mathematical specificity in the gifted Ss than in controls was also detected. Classic male/female differences were observed on measures of mathematical ability. A 13-yr follow-up of 216 male and 191 female gifted Ss revealed that 8% of gifted males and 19% of gifted females in the follow-up did not obtain college degrees, indicating that a proportion of Ss did not make full use of their abilities. (PsycInfo Database Record (c) 2020 APA, all rights reserved)

Responds to R. H. Jarrell and J. H. Borland's (see PA, Vol 63946001) criticisms of the research underpinnings of the Renzulli 3-ring conception of giftedness by suggesting selectivity and bias in their methodology, especially their decision not to review recent updates. Jarell and Borland have misunderstood the restriction of range issue. Their threshold effect argument, their claims that Renzulli believes that ability is irrelevent, their analysis of L. Terman's work, and their minimization of motivation and task commitment are questioned. Renzulli believes all special programs must assume some of the obligation for addressing equity issues. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Investigated humor among gifted adolescents (GAs) by first comparing how 30 GAs were perceived by 912 peers and then comparing personality traits (Israeli adaptation of the Eysenck personality test) of 121 GAs receiving high and low scores on a sense of humor test. Sociometric choices were normally distributed in the general population, but GAs received few or many choices in a bimodal distribution, indicating either a good sense of humor or being humorless. Interviews with 14 GAs revealed that those viewed as humorless were introverted, spending much of their time in extracurricular learning experiences. Gifted adolescent humorists were more extraverted, more creative, and lower in their needs for social approval. Extraversion explains more than 27% of the variance of humor. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Examines events that influenced the 1928 yearbook of the National Society for the Study of Education, Nature and Nurture: Their influence on intelligence. Probable bases are reviewed for rapprochement among contemporary proponents who argue for the primacy of nature or who call for emphasis on nurture. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Discusses the research contributions of L. S. Hollingworth in the psychology of women, mental retardation, and intellectual talent. Hollingworth challenged the prevailing beliefs that women should not aspire to excellence and that retardation was more prevalent among males. She studied giftedness scientifically rather than just describing it and emphasized valid instruments for identifying gifted children. Through her research, Hollingworth dispelled many myths that characterized gifted children. Hollingworth experimented with a number of educational options, but especially with segregated classes, to enhance the development of gifted children. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Forty-five boys and 45 girls of the 5th, 8th, and 11th grades from a school for the academically gifted and an identical number from regular schools were asked to describe their use of 14 self-regulated learning strategies and to estimate their verbal and mathematical efficacy. The groups of students from both schools included Whites, Blacks, Hispanics, and Asians. Students came from middle-class homes. Gifted students displayed significantly higher verbal efficacy, mathematical efficacy, and strategy use than regular students. In general, 11th-grade students surpassed 8th graders, who in turn surpassed 5th graders on the three measures of self-regulated learning. Students' perceptions of both verbal and mathematical efficacy were related to their use of self-regulated strategies. Evidence of relations between students' strategic efforts to learn and perceptions of academic self-efficacy is concordant with a triadic view of self-regulatory learning. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Attempts to generate a set of hypotheses about gifted people and their interactions with others, about the social/emotional issues gifted adults face, and about how these issues impact on self-esteem and on interpersonal relationships. These hypotheses are intended to generate a thoughtful and open dialogue with gifted psychotherapy clients about the fact of their giftedness and its impact on their lives. Specific therapeutic issues also are explored in the context of the social/emotional development of the gifted person. (PsycINFO Database Record (c) 2016 APA, all rights reserved)