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describes a retrospective study of 54 Fellows of the Graduate Leadership Education Project [GLEP] and presents their views of the program's effect on their careers and professional lives / the 38 participants . . . were former GLEP Fellows who studied in five cohorts at [various colleges and universities] between 1977 and 1981 / now in their late 30s to late 50s, with a mean age of 43, many of the GLEP Fellows have indeed fulfilled their leadership potential historical context / conceptions of leadership / the GLEP Program [identification of the GLEP Fellows, programmatic augmentation, program evaluation] / similar programs (PsycINFO Database Record (c) 2019 APA, all rights reserved) (Source: chapter)

[presents data from a longitudinal] project designed to investigate the "development over time" of two groups of boys (ages 11–14 yrs) who were clearly exceptionally gifted in two different domains—math/science and general IQ / included the boys' families as integral parts of the research nominally gifted and ungifted children have been periodically used in the project as control groups / different levels and domains are being compared as they develop and interact with family variables and other processes research design [methodology, instruments and procedure, demographic characteristics of the parents, birth order and special family position, analysis using IQ and achievement tests, other creativity assessments, personality and family variables, California Psychological Inventory] (PsycINFO Database Record (c) 2019 APA, all rights reserved) (Source: chapter)

This chapter views the work of E. Paul Torrance and the development of the Torrance Tests of Creative Thinking (TTCT). It examines the validity and reliability of the TTCT through a longitudinal study involving 7-, 12-, and 22-yr follow-ups of elementary school students in Grades 1 through 6, and high school students in Grades 7 through 12. (PsycINFO Database Record (c) 2019 APA, all rights reserved) (Source: create) the impetus for creativity research / the research program at the University of Minnesota / the Torrance Tests of Creative Thinking [research definition of creativity, purpose and rationale, design and structure, components of the Torrance Tests of Creative Thinking, verbal, figural, scoring and interpretation] / the challenge of establishing predictive validity (PsycINFO Database Record (c) 2019 APA, all rights reserved) (Source: chapter)

[study was] established to gather information about the accomplishments and future plans of former PACE students a combined longitudinal and retrospective multi-case study design was employed / the longitudinal component was designed to investigate the accomplishments and future plans of secondary [school] students who had been identified as gifted in elementary school . . . and who had participated in the PACE program for at least three years / purpose of the retrospective component of the PACE follow-up study was to investigate the perceptions of 12th-grade students and their families of PACE's effectiveness in developing participating students' talent developmental perspective was introduced into the retrospective portion of the current study by asking participants to share their perceptions of both short- and long-term effects of the PACE program (PsycINFO Database Record (c) 2019 APA, all rights reserved) (Source: chapter)

objective of this longitudinal study is to monitor the academic growth and development of a cohort of Westinghouse Science Talent Search winners as they move from secondary school through the postsecondary experience into the development of their careers / study began in 1984 with the 1983 Westinghouse cohort / during the next eight years, members of this group participated in a series of surveys and interviews designed to identify the variables that lead to retention in the field of science or mathematics current study describes the analysis of telephone and personal interviews conducted during 1990–1991 with [98 (60 males and 38 females)] members of the original (1984) cohort and one additional 1983 Talent Search semifinalist who did not participate until 1988 / the interview explored the role of mentors in their lives, reasons for retention or attrition in science, and the effects of labeling as a Westinghouse Science Talent Search winner (PsycINFO Database Record (c) 2019 APA, all rights reserved) (Source: chapter)

reports on a 3-yr study of the cognitive development of [195 11–13 year old] German children with high and average intelligence in order to investigate creative problem solving in technological domains / levels of intelligence, gender, and age were considered in analyzing interindividual differences in developmental patterns / following a brief outline of the relevance of technology for human life and the status of research in creative problem solving, study goals and methods are described / presents empirical data testing a theoretical model of the correlation between several ability components of creative problem solving / time-related changes in the patterns of correlations are explained (PsycINFO Database Record (c) 2019 APA, all rights reserved) (Source: chapter)

explores differences between extraordinary and more ordinary musical performance in young children consider giftedness using a model of cognitive development based more on social interaction than individual trait / musical development of [4] average preschool children [ages 1 yr 6 mo to 5 yrs 4 mo] will be contrasted with the singing of a gifted child / support conditions will be considered as contributing to differences between the average and gifted children (PsycINFO Database Record (c) 2019 APA, all rights reserved) (Source: chapter)

This volume presents recent works that demonstrate the fit between longitudinal methodology and the central issues of gifted education. Collectively, the studies investigate the early determinants of later academic and career achievement and creativity while employing varied identification practices, perspectives, theoretical orientations, and populations. The studies in Part I investigate individuals identified as gifted on the basis of early demonstrated accomplishments—in academic achievement, science, music, and technical creativity. Part II presents reports on populations identified as gifted on the basis of intelligence and achievement test scores, leisure time activities, or tests of creativity. Included in Part III are long-term follow-ups of participants in gifted programs organized around conceptions of giftedness . . ., or multidimensional identification processes not directly tied to a single theory of giftedness. The diversity represented in this collection will allow researchers, policy makers, and practitioners to compare long-term effects of different identification procedures. (PsycINFO Database Record (c) 2019 APA, all rights reserved) (Source: book)

considers what happens to the musically gifted as they continue their development / consider the autobiographical account of a great pianist, Arthur Rubinstein / data collected from a longitudinal study of gifted musicians' [87 college-level music students] music reading skills provide fresh evidence that neither early detection of giftedness nor intensive early training in an artistic domain . . . assures smooth passage through later . . . levels of development (PsycINFO Database Record (c) 2019 APA, all rights reserved) (Source: chapter)

[describes] an educational-psychological research project, the Munich Longitudinal Study of Giftedness . . . carried out [from 1985 to 1989] / data from gifted students were collected in three waves from 1986 to 1988 starting with a large multiregional sample of 26,000 students [grades 1 through 13 within the German school system] in six cohorts / in 1989, a replication study was begun in Moscow by a team of psychologists at the Academy of Pedagogical Sciences of the USSR / a data collection point for the German sample is planned for 1993 giftedness model underlying the Munich Longitudinal Study / design of the study / sample and method / results for the first phase of the study (identification phase) / results of the second phase of the study (longitudinal phase) [the predictive validity of the test battery, results concerning the typological concept of giftedness, the influence of environmental factors on the performance of gifted students, changes in cognitive and noncognitive features, personality characteristics of gifted secondary school students] / results of the interview study [validity of the questionnaires, developmental conditions] (PsycINFO Database Record (c) 2019 APA, all rights reserved) (Source: chapter)

the Illinois Valedictorian Project is in the thirteenth year of a projected 15-year study of high school valedictorians / the Project follows the academic and nonacademic lives of top high school achievers in order to understand academic success—its antecedents, prices, rewards, and relationship to career and personal life adaptation the Project began with the identification of 82 valedictorians and salutatorians who graduated in 1981 from high schools throughout the state of Illinois / researchers attended each of the graduation exercises of the participants, met with them, and conducted five or six extended interviews with each of the study members / questionnaires, telephone conversations, letters, and other information supplemented the semistructured interviews investigate the relationship between high school academic achievement and undergraduate and career attainment / the first four years of the Illnois Valedictorian Project concentrated on differences between the male and female academic achievers / focus of the research subsequently moved to career-related differences among the study women / the analyses in this chapter focus on career differences among gifted men (PsycINFO Database Record (c) 2019 APA, all rights reserved) (Source: chapter)

Leslie Margolin challenges the most common assumptions underlying gifted education. His analysis of the gifted child movement shows how scholars formed the concept of giftedness in their writings, how they provided detailed documentation of the characteristics such children were thought to embody, and how they managed to spread that vision to a community of believers. In doing so, he demonstrates that social "assets" as well as social "problems" can be viewed as social constructions, the products of competing claims. The author explains how gifted education is the obverse side of the "pedagogy of the oppressed," how it supports racism and classism, and singles out the children of the affluent for training in dominance. In exposing the role of gifted education in propagating social inequality, "Goodness Personified" questions the academic rigor of such teaching. [This book] illustrates how the various procedures used to confirm the personal and social traits associated with giftedness serve at the same time to support and confirm the nongiftedness of those who are excluded. Margolin shows that the effects of gifted education are global and systemic, affecting the way all children are seen. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: jacket)

[This book discusses research on] issues and conclusions about why smart girls and gifted women so often fail to develop their potential. This . . . book provides a 20 yr longitudinal perspective on the development of [gifted] females and their exceptional talents. Barbara Kerr exhorts gifted females of all ages to push the limits of their personal potential and transform the world around them. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: publicity materials)

how does the gifted mind work and develop and how does this translate into neuropsychological findings pertaining to the optimal development and functioning of the neural system giftedness as expert information processing / indications of exceptional ability / degree of lateralization of cerebral functions and giftedness / early signs of giftedness and their impact on family life / need for intellectual stimulation / adjustment of the gifted / time budget and giftedness / developing multiple intelligences / parent–child interaction: encouraging the gifted child / creativity and giftedness / success in life and the importance of mentoring / effects of accelerating the gifted / motivating the gifted: beneficial and adverse conditions (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

This book provides a representative overview of the topics discussed at the Third European Conference of the European Council for High Ability, held in Munich (Germany) in 1992. The main issues of the most recent research on giftedness, talent, and creativity, and current European approaches to the systematic development of individual competencies and creative productivity, are dealt with by key chapters, which in turn are commented on by other authors. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: cover)

purpose of the present study is to attempt to estimate the relative effects of early socioeconomic advantages, abilities and accomplishments, and subsequent educative environments and proclivities on long range [academic and occupational] success among gifted students / makes use of the L. Terman (1940) data on highly intelligent California children born early in the century / [Ss were 4–14 yr olds and high school students with IQs over 135] (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

discusses . . . interindividual differences which have been proven to be individual prerequisites for eminent performance in many studies / not taking them into consideration, especially at school, causes great problems for the individuals concerned, for example, boredom due to lack of stimulation and social isolation from non-gifted peers / these are exemplified by a number of case studies (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)

[discusses] 4 topics . . . related to the identification of the gifted: (a) stratification of the concept of identification (recognition, determination, verification); (b) cybernetic modelling of identification (identification as process diagnostics); (c) methodological problems of identification (especially the value of teachers' and parents' assessment); and (d) individual and social consequences of labeling (positive and negative experience) (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

the modern information-processing approach to giftedness suggests a new basis for the classical intelligence vs creativity distinction / it is suggested that, although intelligent people deal with novelty quite efficiently if they have to, they do not deliberately seek out such situations / creative people, on the other hand, are more willing to confront novel tasks, and enjoy tackling them, even though the efficiency with which such tasks are performed is moderate / this thesis is illustrated with experimental evidence [from university school candidates and students and 9th graders], and serves to suggest some new procedures concerning identification of the gifted and stimulation of the human intellect potential (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

[reports on studies conducted to clarify aspects of the interrelation of strategy use, metamemory, and giftedness] / purpose of study 1 was to investigate whether typical findings on metamemory and strategy use in normal samples can be found in gifted children as well / [Ss were 217 2nd graders and 268 4th graders] study 2 was planned as an intensive study (single experimental sessions) of the strategy behavior and metamemory of [2nd and 4th graders] of different levels of giftedness study 3 [examined] whether (transfer) effects of a metamemorial intervention depend on the level of giftedness [Ss were the same as in study 1] (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)