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This chapter focuses on the cognitive components of giftedness in mathematics as postulated in Milgram's multidimensional 4x4 model of the structure of giftedness. The challenge was to develop operational definitions of domain-specific creative ability in mathematics, to assess them reliably, and to investigate their relationship to general creative thinking ability. In addition, the authors investigated the interrelationships between general and specific creative ability in mathematics and general and specific academic ability in mathematics. This required the development of two new instruments to assess domain-specific creativity in mathematics: the Multiscale Academic and Creative Abilities in Mathematics and the Tel Aviv Activities and Accomplishments Inventory: Mathematics. The authors developed two mapping sentences to provide an exact and detailed conceptual description of the postulated academic and creative abilities in mathematics at four levels of understanding. They used the two mapping sentences to guide the process of building the items to assess specific academic and specific creative thinking abilities in mathematics, respectively. In addition, a precise scoring guide was developed to operationally define differences in academic and creative abilities in mathematics between and within four ability levels. The between-level measurement refers to four qualitatively distinct levels of cognitive process ordered by level of difficulty based on an ordinal scale. The within-level measurement refers to eight qualitatively distinct levels of cognitive processes, ordered by degree of complexity. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: chapter)

This book is about some relationships that might exist between psychological type, talent and disease that, for reasons about to be discussed, may follow an oddly circular model of cognitive development in the brain, roughly analogous to the movement of light around a sundial. The relationships have not been proven conclusively in most instances, are inductively reasoned from a variety of old and new perspectives, and are highly uncertain at best, as these connections are only recently being explored by the psychological type community. Nevertheless, there are valid purposes to such a preliminary attempt, which are namely to enhance our limited understanding of the role of cognition in disease processes, and to create a researchable model of psychological type, talent and health that has heretofore been lacking in the typological literature. It is hoped that by first examining pathological patterns that may or may not be present in the different types and talents, we might better understand the conscious conditions for health in each of these various categories. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: introduction) Sundial is an interdisciplinary work about cognition and health that encompasses the disciplines of psychology, medicine/complementary healthcare, and spirituality. It considers possible connections between type and disease--and does so in a way that appeals to the Myers-Briggs Type Indicator® practitioner and popular interest in such complementary therapies as chakra stimulation, Chinese medicine, and Therapeutic Touch. Sundial is set up like the history of contemporary Western medicine and psychology, moving from a sequentially ordered, science-based, analytical dissection of the ills of the body and mind to a more holistic, integrative approach to the whole of the person (mind, body, heart, and soul). Sundial makes the case that cognition and behavior associated with psychological type may be related to certain kinds of disease, but may also provide clues to disease prevention and health management. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: cover)

The purpose of the second edition of this book is to provide a comprehensive conceptual and practical overview of current theories of intelligence and measures of cognitive ability. This text summarizes the latest research in the field of intellectual assessment and includes comprehensive treatment of critical issues that should be considered when the use of intelligence tests is warranted. The three primary objectives of this book are as follows: (1) to present in-depth descriptions of prominent theories of intelligence, tests of cognitive abilities, and issues related to the use of intelligence tests with special populations; (2) to provide important information about the validity of contemporary intelligence tests; and (3) to demonstrate the utility of a well-validated theoretical foundation for developing intelligence tests and interpretive approaches, and for guiding research and practice. The ultimate goal of this book is to provide professionals with the knowledge necessary to use the latest intelligence batteries effectively. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: preface)

This chapter begins by providing a brief historical overview of giftedness, with an emphasis on identifying the major figures in the field. The theoretical formulation of intelligence and the conceptual links between intelligence and giftedness are also discussed from a historical perspective. The evolution of multitrait theories of intelligence, the impact of advances in psychometrics on gifted assessment, and the increase in the number of theory-based cognitive measures are examined. A major portion of the chapter focuses on discussing special issues related to the intellectual assessment of gifted children. The importance of considering the theoretical differences among intelligence measures, and the importance of using theory-based measures, are discussed. The chapter concludes with specific recommendations on the effective use of intelligence measures in the identification of giftedness. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

This chapter looks at the Differentiated Model of Giftedness and Talent (DMGT) as a developmental model of giftedness and talent. Along with giftedness and talent, the DMGT introduces four components (see Figure 7.1) that help represent more accurately the complexity of the talent development process: intrapersonal catalysts (1C), environmental catalysts (EC), learning and practicing (LP), and chance (C). Moreover, as stated in the formal definitions previously mentioned, precise thresholds quantify the meaning of "outstanding." Finally, the DMGT discusses the long-term process of talent development, proposing various dynamic interactions among the six components. The present overview is structured around the three themes previously identified: (a) the six components, (b) the prevalence issue, and (c) the dynamics of talent development. In the final section, the author briefly highlight the main differences between the DMGT and other well-known conceptions of giftedness. The second part of this chapter succinctly covers two major questions (see Gagné, 2003b, for an extended discussion). First, what relationships do the six components of the DMGT entertain among themselves? Second, is it possible to create a hierarchy of the five factors in terms of their relative causal power? In other words, where lies the difference between those who become talented and those who do not? (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)

This chapter looks at giftedness and gifted education. The authors start off by giving some definitions of the word giftedness, and the theories behind those definitions. The authors then discuss how their conception of giftedness compares with other conceptions, the identification of gifted individuals, gifted education, and assessment of gifted individuals. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)

Since 1957, when the Soviet Union launched its satellite Sputnik, until the dissociation of the Soviet Union in 1991, the Russian tradition of educating gifted children had been world-renowned. However, with a restructuring of society's major domains of functioning in the early 1990's, the Soviet system of complete federal support for gifted education all but disappeared. In this chapter, the authors argue that the system, despite the challenges of the 1990's, has survived its toughest times. The authors illustrate that, by capitalizing both on past and current theories of giftedness and cognitive development, the field of gifted studies in Russia continues to develop and that it is in the process of re-creating itself in the changed social and cultural context of Russia. This chapter attempts to address questions of identifying, educating, and caring for gifted children by capitalizing on Russian psychological science and its past and present accomplishments in the field of gifted and talented research. First, based on works of multiple Russian psychologists, a systemic multidimensional model of giftedness is introduced. The model integrates extant Russian psychological research, extends available conceptualizations, and suggests directions for future research. Next, we describe current practices for the identification and education of the gifted and talented in Russia. Finally, the chapter introduces suggestions for best practices for assessment of achievement in gifted individuals and projections for future research in the field. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)

What is giftedness? My short answer to this question is that giftedness, in the context of the schools, is a chimera. But, because I am an academic, there is a predictably longer answer. I believe that the concept of the gifted student is incoherent and untenable on a number of grounds. The first of these is that the concept of the gifted child in American education is a social construct of questionable validity. The second is that educational practice predicated on the existence of the gifted child has been largely ineffective. The third is that this practice has exacerbated the inequitable allocation of educational resources in this country. I elaborate on each of these assertions in this section of the chapter. The fourth component of my thesis is that the construct of the gifted child is not necessary for, and perhaps is a barrier to, achieving the goals that brought this field into existence in the first place. In other words, I argue that we can, and should, have gifted education without gifted children. I discuss this in the following section in responding to another of the questions we were asked to address, "How should gifted individuals be instructed in school and elsewhere?" (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

At a recent conference, a clinical psychologist who works with gifted students engaged the first author in an exciting and challenging conversation. As the authors discussed specific research and case studies involving gifted children, they realized that we were talking almost exclusively about the importance of context in defining and addressing giftedness. During the rest of the conference, they noticed the role of context in talent development in every session we attended. On the first author's return home, one question kept leaping into his mind: If the need to consider context comes up in most research sessions and so many practical applications, why don't we spend more time exploring its role in theories of giftedness? In this chapter, the authors explore the role of context in some classic and contemporary theories and models of giftedness, propose an alternative view, and explore the practical implications of that perspective. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)

Gifted education is a crucial aspect of schooling in the United States and abroad. Most countries around the world have at least some form of gifted education. With the first edition becoming a major work in the field of giftedness, this second edition of Conceptions of Giftedness aims to describe the major conceptions of what it means to be gifted and how these conceptions apply to identification, instruction, and assessment of the gifted. It will provide specialists with a critical evaluation of various theories of giftedness, give practical advice to teachers and administrators on how to put theories of gifted education into practice, and enable the major researchers in the field to compare and contrast the strengths of their theoretical models. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: cover)

There are many ways to conceptualize giftedness, ranging from practical conceptualizations based on years of experience in working with gifted students to political conceptualizations based on moral principles. However, the distinguishing feature of the scientific study of giftedness is that theories are tested against evidence that has been collected using sound methodologies. The theme of this chapter is that there is value in the scientific study of giftedness, that is, in using an evidence-based approach to assessing the usefulness of various theories of giftedness and in assessing the effects of various academic programs for gifted students. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

A decisive factor in the determination of effective gifted education is the fit between the individual cognitive and noncognitive (e.g., motivational and other personality) factors of the developmental and learning processes on the one hand and the environmental influences that are mainly from the social settings of family, school, and peers on the other hand. This chapter is based on multidimensional conceptions of giftedness and talent, such as the Munich Model of Giftedness (MMG), as well as on interaction models, such as the Aptitude-Treatment Interaction (ATI) by Cronbach and Snow (1977) and Corno and Snow (1986). When considering the MMG as an example of a multifactorial conception of giftedness, along with the recently developed dynamic process approach to this model (Munich Dynamic Ability-Achievement Model of Giftedness [MDAAM]), the following questions arise: How should gifted individuals be identified and instructed? And how should their learning outcomes or excellent performance be assessed? These and other questions will be answered according to the MMG and the MDAAM, respectively. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)

In this chapter, the authors briefly review several conceptualizations of giftedness; review the scope of the underrepresentation and overprediction phenomenon for gifted students of color; elaborate on some of the causes of this national crisis; provide evidence of how the Meyerhoff Scholars Program (MSP) nurtures the academic excellence of gifted and talented students of color; discuss the theoretical constructs from the social sciences that they believe inform practices having to do with academic attitudinal and behavioral changes; and conclude with a discussion of those aspects of the program that can be transferred in efforts to reduce the overprediction phenomenon and increase the persistence and academic excellence of gifted and talented students of color. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)

The research reviewed in this chapter highlights the complex choices made by talented girls and women as well as the belief that the outcomes of these choices are profound, both in the women's individual lives and for society at large. Over the last two decades, the author has studied talented girls and women from all domains across their life spans and have answered some questions, but introduced even more (Reis, 1987, 1995, 1998, 2001). The decision to identify this diverse group as talented or eminent rather than gifted stems from their collective preferences for these descriptors. Some of the complex reasons that fewer talented women with high potential achieve a high level of eminence and the characteristics of those who do are summarized in this chapter. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)

This chapter looks at how conceptions of giftedness can change lives. The major obstructions to the realization of gifted potential are socioeducational, and they exist everywhere in the world in different forms. They can be summed up in just three powerful and overlapping aspects: (1) morality, (2) gender, and (3) emotion. These aspects are discussed in detail in this chapter, along with international differences in conceptions of giftedness, and the fact that strong pressure to conform to expectations--positive or negative--affects the gifted one's life paths for decades. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)

In this chapter, the author outlines some of the potential complexities of giftedness and talent. His initial focus is on the innate, particularly genetic, features of giftedness. After scrutinizing the intricacies of genetic endowment, the author turns briefly to the role of the environment in converting potential giftedness into actual outstanding achievement. The chapter closes with a discussion of the more practical implications of this more complicated view of giftedness. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)

Conceptions of giftedness that focus on domain-specific considerations hold the most promise for promoting talent development in individuals at all stages of development because of the capacity to make appropriate correspondences between aptitudes and interventions, between predispositions and interests, and between the life of the mind and creating a life in the real world. Although general intelligence thresholds matter in real-world and school-based problem-solving situations, the level of g necessary to function at very high levels in specific domains remains debatable (Tannenbaum, 1996) and may depend greatly on a particular discipline or field (Jensen, 1998). This chapter explores the theories and applications of domain-specific giftedness as they have been articulated to date and analyzes how they differ from other conceptions of giftedness. The chapter concludes with applications of a domain-specific conception of giftedness to practice in the areas of identification, curriculum and instruction, and assessment in school and beyond. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)

This chapter looks at a psychometric approach to the definition of academic giftedness. A historical overview of the scientific study of giftedness is given, and assessment of ability and achievement in terms of readiness is discussed. The author also explains the predictive usefulness of psychometric information, and why a psychometric definition of giftedness can be imperfect. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)

The WICS model is a possible common basis for identifying gifted individuals (Sternberg, 2003c). WICS is an acronym standing for Wisdom, Intelligence, Creativity, Synthesized. According to this model, wisdom, intelligence, and creativity are sine qua nons for the gifted leaders of the future. Without a synthesis of these three attributes, someone can be a decent contributor to society, and perhaps even a good one, but never a great one. In the remainder of this chapter, each of these attributes is discussed, although for didactic purposes, they are not discussed in the order in which they are stated in the acronym. The discussion starts with intelligence, which is a basis for creativity and wisdom and so should be discussed first. Then, creativity is discussed, which is essential in wisdom, as well. Finally, wisdom is discussed, which builds on but goes beyond intelligence and creativity. Then, methods are described for measuring the attributes. Finally, some general conclusions are drawn. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)

This chapter outlines a view of creativity that pinpoints a mechanism that underlies all creative work, including that of children and adults, and that allows objective study and assessment. It is grounded in existing theories of lifespan development, and it translates easily to practice. Examples of such practices are discussed throughout this chapter. This chapter also compares this theory of creative giftedness with other existing theories. We will see that there are both points of agreement and points of disagreement. First, the mechanism underlying original and creative activity is described. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)