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Our purpose is to analyze critically the development, characteristics, strengths, and weaknesses of the psychometric approaches to the study of human creativity in order to inform future research efforts using this and other approaches. First, an overview of the psychometric approach's historical development and main characteristics is presented. Second, comparisons are made to other approaches to the study of creativity. Third, major areas of psychometric work are examined in detail. Fourth, an area of study upon which the psychometric approach often focuses—the relationship between creativity and other cognitive constructs such as intelligence and giftedness—is analyzed. Fifth, criticisms of the psychometric approach are considered. Finally, the implications of past psychometric work for future creativity study, both psychometrically and through other methodologies, are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: chapter)

Outlines the history, major characteristics, assessment, psychosocial vulnerabilities, and problem intervention and prevention for gifted children. The theoretical and conceptual underpinning of psychosocial correlates of giftedness are examined, and a review of the psychosocial research provided. Specific problem areas including underachievement, alienation and delinquency, stress, anxiety, loneliness and depression, suicide and gender-related issues are discussed. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

In this book, the author presents her 10-yr study of 100 gifted adults, examining how being identified as a "smart kid" early on affects career choices, friendships, and romantic pairings later in life. Why do some talented and gifted people becomes Mozarts and Einsteins or corporate chieftains, while others drop out of school, struggle to hold down jobs, or turn to self-destructive behavior? What are the signs of giftedness, its pitfalls, and its promise? The author provides answers to these and other questions, and creates a picture of what it is like to have an accelerated mind in a slow-moving world. The book traces many types of gifted adults, including the high-testing, power-achieving Striver; the popular, scholar or athlete Superstar; and the creative intellectual, free-spirit Independent. In their own words, 100 gifted grownups, from age 18 to 90, and reflecting a variety of family and educational backgrounds, occupations, social classes, and races, count the blessings and tally the costs of running a high-powered mind. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: publicity materials)

This book is designed to inspire further recognition in both the general public and the academic community that the study of creativity is a field in itself. There are articles that present overviews of the different theories and perspectives about creativity, and reviews of a number of domain-specific areas. Creativity and education are examined in articles about thought processes. Programs and courses in creativity are discussed as well as strategies, tactics, techniques, and tests of creativity. There are articles geared toward those interested in business and organizational creativity. Many articles examine the creative process across domains. The complex interrelationship between society and creativity is examined. Because it focuses on scientific information about creativity, there are also articles about research methodology, definitions, and the concept of creativity. Selected biographical studies are also included. This text is intended for use by students of creativity as well as by researchers and professionals who utilize creativity in their work, and anyone interested in learning more about the creative process. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: preface)

This chapter focuses on the under-representation of Hispanic children in gifted and talented programs and the practical factors school personnel can use to safeguard against disproportionate minority underrepresenation in such programs. Such factors are educational contextualisms capable of actuating academic achievement among Hispanic boys and girls irrespective of learning disabilities, "average ability," at-risk status, bilingualism, or "giftedness." (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

This book offers a new freedom to America's 20 million gifted adults whose most fundamental traits—intensity, complexity, and drive—are frequently misidentified as liabilities instead of their greatest assets. In this work about the psychology and personality of gifted adults, M.-E. Jacobsen challenges our most basic assumptions about what it means to be smart. She believes that, managed correctly, these fundamental traits are what enable gifted adults to express a new kind of unconventional breakthrough intelligence—evolutionary intelligence. Jacobsen offers a means of identifying this new kind of intelligence—an in-depth personality-type profile reminiscent of the Myers-Briggs and the Enneagram that is far richer than the standard intelligence test. She also offers the practical guidance the Everyday Genius needs to eliminate self-sabotage and low self-esteem, to put an end to procrastination and under-achieving, and to solve the relationship problems that often result from misunderstandings between the gifted and the people with whom they live and work. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: publicity materials)

Argues that there is little or no basis for the concept of innate giftedness. To bolster the authors' view that practice and not good genes gives rise to excellence, the authors note that even crude retrospective measures of practice are predictive of levels of performance and that so called "talented" individuals do not reach high levels of expertise without substantial amounts of training. People assumed to possess talent are seen as capable of very high levels of performance when given sufficient opportunities for training. As evidence the authors note that the same amount of practice time creates equivalent amounts of progress in most and least successful musicians (in other words, very capable musicians do not profit more from practice time than do unsuccessful musicians, thus suggesting that the two groups do not differ in innate talent). The authors believe that, in addition to practice, other factors also contribute to variability in performance among individuals: opportunities, preparatory experiences, encouragement, support, motivation, self-confidence, perseverance, and single-minded concentrations; plus differences in quality of instruction, effectiveness of practice strategy, and degree of enthusiasm. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

Implicit conceptions of giftedness in four parents of intellectually gifted children from different families were examined in this dissertation. Each parent's ideas were explored in case studies based on in-depth interviews. Despite the individuality of their conceptions, the parents shared some commonalities in their beliefs about giftedness. The differences in their ideas reflected not only their unique life experiences, but also the varied stages of their conceptions. The parents came from diverse backgrounds. Each family had two or three children whose ages ranged from three to nineteen years old. The participants' childhood experiences, their education, their value structures, their roles as parents, as well as their learning about, and observation of gifted children, contributed to their conceptions of giftedness. The study examined the impact of these influences on the development of their conceptions. The parents' conceptions affected their perceptions of giftedness in their children. Preliminary evidence suggested that their perceptions influenced the parents' behavior toward, and decision-making about, their children. The naturalistic case study approach revealed the contextual, "real-life" nature of the parents' conceptions. The parents thought of giftedness as a "whole concept" that described the "whole child." Rather than focusing solely on their children's intellects, the parents also viewed their children's giftedness in social, emotional, humanistic, moral, and spiritual terms. Parents conceptualized multiple types of giftedness that acknowledged their children's diverse talents and qualities. None of the parents believed that giftedness was synonymous with intelligence. Nor did they believe that giftedness could be measured solely by an IQ test. Giftedness, they concluded, was more than the sum of its parts. The cross-case analysis pointed to different stages of conceptions among the parents in terms of their learning processes about giftedness, the flux of their conceptions, and the amount of internal dissonance about the concept itself and how it affected their children's lives. Their attitudes about giftedness, however, remained independent of their stage of conception. Study findings suggested new directions for researchers who formulate conceptions of giftedness. Specific considerations in the education and counseling of gifted children's parents were provided as examples of practical applications of the results. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

This dissertation explored gender differences in motivation, achievement choices, and mental health among gifted and non-gifted adolescents in the 1990s. Data were from a longitudinal survey study of motivation, activity choice, mental health, and peer and family relationships among 1179 European American children. The first study hypothesized that there would be few or no gender differences in math and science motivation and achievement choices among high school students in the 1990s because of increased efforts to encourage young women to enter technology, physics, and applied mathematics fields in recent decades. Overall, giftedness was a stronger determinant of attitudes and behaviors than gender. Growth curve hierarchical linear modeling (HLM) with an accelerated longitudinal design of three cohorts from first through twelfthgrades showed that math expectancies and values declined over time for all students, with the exception of gifted girls whose math expectancies increased. There were no gender differences in math, but there were gender differences favoring males in science expectancies and values in both ability groups. Cross-sectional analyses in high school showed that non-gifted girls took AP calculus less frequently than non-gifted boys, and gifted girls took AP physics less frequently than gifted boys. Girls in both ability groups had higher educational aspirations and expectations than boys, and gifted girls planned to go into math and physical science jobs more frequently than gifted boys. It is suggested that educators now need to focus on girls in science, and physics in particular. The second study hypothesized that gifted girls would experience more psychologic conflict over career vs. family and more academic anxiety and depression than their peers. Growth curve analysis with HLM showed that it was non-gifted girls, rather than gifted girls, who experienced the most psychological distress on all mental health indicators from seventh through twelfth grades. Furthermore, gifted girls' mental health was positively, not negatively, affected by their desire to have children. In sum, across both studies, it was non-gifted girls who had the lowest motivation and mental health. In addition to implications of these findings, the nature of giftedness in this sample is also discussed. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

A meta-analytic review of ten articles of the metacognition of gifted children was conducted. The study used comparison groups of gifted and non-gifted children. Additional analysis was done to investigate moderating variables. Results indicated that there was a relationship between being gifted and metacognition. However, when the analysis for heterogeneity was done, it came out significant. This meant that it was not homogeneous, and that differences existed that were not due to sampling error alone. Additional analysis were done to explore if the moderating variables were responsible for the heterogeneity, however, the models failed. The overall findings of this meta-analysis indicated that there is a relationship between being gifted and metacognition. However, since the analysis for heterogeneity was significant, results should be interpreted with caution. Further extensive research is needed and several suggestions were given. They included improved criteria for the determination of giftedness, clarification of the different aspects of metacognition, improved measures, and more research involving mixed ethnicities. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

This study has the objective of examining parental perceptions, some home environmental factors, and SES on a child's cognitive development. Two groups were used to collect data, a high SES group and a low SES group. Twenty-six preschool children, 13 females and 13 males (24 Caucasian, one African American, and one Asian) were referred for giftedness. Parents responded to two surveys, one questionnaire, and an interview. The children were administered two cognitive skills tests: (a) The Kaufman Assessment Battery for Children (Kaufman & Kaufman, 1983), KABC and (b) the Qualitative Use of English and Spanish Tasks, QUEST, (Gonzalez, 1991). Qualitative analyses was used to: (a) describe parental perceptions about the meaning of giftedness; and (b) describe parental perceptions about the development of giftedness. A total of seven patterns were found. Quantitative analyses was used to: (a) explore any relationship between parental perceptions and their own child's cognitive abilities; (b) explore any relationship between some environmental factors and the child's cognitive abilities; and (c) explore any relationship between the parents socioeconomic status and their own child's cognitive abilities. Quantitative results suggest that some home environmental factors do influence a child's cognitive abilities. Quantitative results also suggest that the parents' SES influences the child's performance on cognitive skills tests. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Giftedness is precious to mankind. It is vital that optimal development of the highly gifted should be assured. Psychosocial development can either promote or inhibit the full utilisation of individual abilities. The objective of this research project is to describe some aspects of friendships of intellectually highly gifted adolescents. Friendship is important, especially during adolescence. Understanding of and support derived from friendship is essential. Friendship has unique value for psychosocial development. Early healthy relationships are regarded as one of the best predictors of adjustment in adulthood. The highly gifted are categorised as a subgroup of the gifted. The majority are psychosocially well adjusted. Friendships develop through mutual interaction within the context of the family, school and peer group. The main task of the gifted is to find acceptance in a confirming adolescent culture. Their true peer group are equals in age, abilities and interests. Hypotheses arising from literature are set in accordance to three themes whereby the investigation was conducted. Six case studies of intellectually highly gifted matriculants were performed. Qualitative data collection and analysis were done by means of observation and questionnaires which served as a basis for unstructured interviewing. Theme 1. "Adolescents form friendships in essentially the following environments: family, school, neighbourhood and organisations". This investigation confirms the theme. The psychosocial well-being of the majority of intellectually highly gifted adolescents is confirmed by the available literature, although some may experience problems. Theme 2. "Friendships of the highly gifted are characterised by a few friends, older friends, friends with equal abilities and interests. Friends in their own age group is essential". According to this study they have enough friends. Theme 3. "The social task to fit in lies at the core of serious maladjustment among gifted adolescents. Sometimes they feel different". The group under investigation are accepted in their smaller social circles, but not always in the larger adolescent group. A tendency of being different is present. Adults are responsible for social contact and interaction. Given the importance of friendships, the field of research regarding peer group relationships of intellectually highly gifted adolescents has remained relatively unexplored. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

The research examined social and emotional adjustment of highly gifted adults. Precursors to emotional and moral reasoning development, and examples of self-actualization, were examined through a case study analysis of 41 highly gifted men and women between the ages of 40 and 60. Their IQs were estimated in the 140 to 190 range. Author-designed written questionnaires probed educational, social, and family experiences during childhood, early and middle adult years. Subjects participated via a two-stage mail survey. Findings built upon work on high giftedness of Terman, Hollingworth, Gross; talent development by Cox, Goertzel and Goertzel, and Bloom; cognitive development by Kohlberg, Rest, and Gilligan; emotional development by Maslow, Dabrowski, and Piechowski; and generational cohort effects by Strauss and Howe. The study examined (a) subjects' self-perceptions drawn from their experiences with family and school, (b) negative feedback from others, grades, issues with authority, study habits, and difficulties "fitting in" socially, and (c) career success, living up to one's potential, and adult satisfaction. Subject responses were categorized in terms of a developmental framework ranging from self-interest and self-preservation, through stereotypic roles and personality transformation, to self- actualization. The study touched on relationships between abuse, intellectual level, the Defining Issues Test ( DIT) on moral reasoning, religion, spirituality, suicide, gender, marriage, and family composition for high IQ adults. The primary findings were: (1) Participants uniformly wished they had received more feedback during childhood about their potential and abilities and more input in determining life choices. (2) Regardless of childhood experiences, some subjects chose their life's course early and have not changed; other subjects with similar experiences underwent intensive personal, and sometimes career, changes. (3) The DIT, although not designed for this purpose, distinguished between two types of subjects, those who had early identity formation without subsequent changes, and those who had made changes in their lives. The former group scored lower on the DIT. (4) Abuse and lack of support handicapped some people, but provided an impetus for change in others. Most subjects who were abused but attained higher emotional development levels named individuals who made them feel they could succeed. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

The purpose of this study was to describe the relationships between the intelligence, creativity, motivation, and gender role identity and the academic achievement of gifted fifth grade students. The study was based on Renzulli's triad model of giftedness (Renzulli, 1978). That model defines giftedness as the integration of three clusters: high intelligence, creative ability, and high levels of task commitment (motivation). The model argues that it is the interaction among these three clusters that is necessary for outstanding performance. The study used a correlational research design and a sample of 71 gifted fifth grade students to estimate the individual and collective relationships between the intelligence, creativity, motivation, and gender role identity (masculinity and femininity) and the academic achievement. Analyses using the Pearson product-moment correlation technique and multiple linear regression procedures yielded the following results: (1) intelligence was a significant predictor of mathematics and reading achievement; (2) motivation was a significant predictor of mathematics and reading achievement; (3) creativity was not a significant predictor of mathematics and reading achievement; (4) masculinity was a significant predictor of mathematics achievement but was not a significant predictor of reading achievement; (5) femininity was not a significant predictor of mathematics or reading achievement; (6) when examined in combination, only motivation was a significant predictor of mathematics achievement; and (7) when examined in combination, only intelligence and motivation were significant predictors of reading achievement. The results of this study seem to support Renzulli's contention that intelligence and motivation are key factors in the academic performance of gifted children but do not support his argument that creativity is a key factor in the academic performance of gifted children. The results also suggest that gender role identity is not a key factor in the academic performance of gifted children. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

The purpose of this clinical case study was the assessment and treatment of an emotionally disturbed, intellectually gifted adolescent. The case study subject was a fourteen-year-old Caucasian female in residential treatment. A combination of cognitive behavioral and brief therapy techniques was utilized. The assessment process examined various areas of development and determined areas of developmental advancement as well as developmental arrest. After a thorough psychodiagnostic assessment the adolescent was diagnosed with (1) Major Depression, moderate, recurrent, (2) Conduct Disorder, and (3) Alcohol Dependence. In addition to the above diagnoses, the specific strengths and weaknesses of the gifted individual were assessed in order to adequately integrate them into the treatment process. Specific therapeutic goals included (1) Decreasing depressive symptoms, (2) Achieving an understanding of the escalation of her anger and what constitutes appropriate expression of anger, (3) Achieving an understanding of the past and present sources of low self-esteem and increasing self-esteem as measured by subjective report and by overt behavior. The above specified goals were targeted during treatment, with special attention given to educating the subject about the ways in which giftedness impacted her presenting problems. The next step in treatment was a collaborative identification of her self-critical thought patterns with an emphasis on building cognitive strategies to refute these patterns. Treatment continued with the implementation of these strategies, and finally, treatment concluded with a termination phase. Progress throughout the course of therapy was assessed through reference to movement along the phase and grade system in the residential treatment center where the subject was a patient. The subject's performance on thought records was also assessed. The duration of time between a dysfunctional behavior occurring and the subject's identification of the dysfunctional thoughts that motivated her behavior was determined from self-report and observation in therapy sessions. In addition, the subject was assessed on the Beck Depression Inventory seven times over the course of treatment. Overall, the subject was successful in attaining most of her therapeutic goals. During the course of treatment, her ability to identify irrational beliefs and automatic thoughts which motivated her dysfunctional behaviors increased. This increase was evidenced by her participation in therapy and the completion of cognitive homework assignments. In addition, the subject's phase and grades improved and her Beck Depression Inventory scores decreased. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Most research conducted on counseling the gifted is anecdotal in nature focusing on the experiences of a single counselor. To gain a broader perspective of the topic, this study investigated the effective and ineffective behaviors of school guidance counselors throughout the United States in their interactions with gifted students. The Critical Incident Technique (CIT), as described by John Flanagan (1954), was the main investigative tool of this qualitative study. The steps of this study were (a) review pertinent literature, (b) conduct a pilot study, (c) define the general aim of counseling the gifted, (d) distribute critical incident questionnaires, (e) conduct group CIT interviews with school guidance, (f) analyze the collected critical incidents, and (g) synthesize a model for counseling the gifted. Over 300 critical incidents were sorted into 75 categories and then collapsed into four general areas: educational issues, career issues, social issues, and understanding giftedness. In each area, certain counselor behaviors emerged to meet the general aim of counseling the gifted. In educational issues, the counselor (a) provided appropriate assessment and placement of gifted students and (b) instigated appropriate curricular modifications. In career issues, the counselor guided appropriate career exposure and career path experiences. In social issues, the counselor guided the student in interpersonal relations and guided the student's personal growth. In understanding giftedness, the counselor helped the student understand giftedness in themselves, in the family, and within groups. School guidance counselors reported being effective when they interacted with students in ways consistent with the tenets of gifted education. They were effective when they varied the pace, depth, novelty, or sophistication of their interactions in a manner that matched the student's developmental level and were not bound by traditional ideas of grade or age level. Gifted students seek the help of the school guidance counselor for many issues: issues that all students face, issues that were intensified by their giftedness, and issues that were unique to the gifted. Yet, school guidance counselors reported that they felt ill prepared to meet the needs of the gifted. The effectiveness of the school guidance counselor can be increased by specific training in the characteristics and needs of the gifted. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Comments on J. Renzulli's article on the education of gifted individuals (see record 199908263-001). The author states that Renzulli's Enrichment Triad and School Wide Enrichment Model (SEM) models are considered even by critics of gifted education to be supportive of broader inclusion of students from diverse backgrounds. Yet such students continue to be under represented in programs for the gifted. A sociocultural perspective makes integral the issue of program impact on inclusiveness. Addressing questions regarding access, generalizability, long-range impact, and curriculum implications of Triad and SEM models would bring greater clarity to the field. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

This author provides reflections on the last 25 years of his work, focusing on the evolutions of models designed to help identify and meet the needs of gifted and talented students. The cited models include the Three Ring Conception of Giftedness, the Enrichment Triad Model, and the Schoolwide Enrichment Model. Summaries focus on the rationale supporting each model, including practical applications of the model in various school situations and underlying research. Also included are insights related to potential modifications and future developments of the models. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Adolescents, especially gifted students, may be susceptible to existential dread. It is suggested here that a team approach, including both teachers and parents, be used to implement the following solutions: (a) nourish students socially, (b) work toward acceptance of giftedness and teach methods of enhancing emotional development, and (c) provide philosophical nurturance. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

This study compares two groups of gifted students, highly ( N = 74) and moderately ( N = 163) gifted, on a number of scales including self-concept, emotional autonomy, and anxiety. Although a measure of academic ability was used to create distinctive ability groups, the results did not support the hypotheses that highly gifted students would be more likely to display lower self-concepts and more adjustment problems than the moderately gifted group. These findings are examined in light of past research on differences in highly and moderately gifted students. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)