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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)

Assessed the accuracy of teachers in primary and secondary schools in determining which children are able or gifted. Teachers' accuracy of the perception of giftedness was compared with that of the individually administered intelligence test, and the accuracy of the perception of giftedness by teachers and psychologists of primary and secondary school children and males vs females was also compared. 82 male and 81 female primary and secondary schoolchildren considered gifted by the heads of the school and teachers were administered the WISC. Results show that (1) there was a greater tendency by all teachers to overrate rather than underrate children as gifted in primary schools, (2) there were relatively fewer gifted children in secondary schools assessed by teachers and psychologists, (3) there was a strong tendency for teachers at secondary schools to underrate children, (4) more females than males were overrated as to being able by teachers at both primary and secondary school levels, and (5) more males than females were underrated as able at both primary and secondary school levels. Findings indicate that teachers, although they are able to identify a certain number of able children, do in fact underrate and overrate the performance of children generally on the basis of academic achievement. (30 ref) (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Used nonverbal measures of IQ, teacher nominations (NOMs), and parent NOMs to identify giftedness among severely and profoundly hearing impaired students enrolled in a school for the deaf ( n = 120) or a public school system ( n = 58). All Ss were aged 5–20 yrs. Teacher NOMs were made using the Scales for Rating the Behavioral Characteristics of Superior Students. No significant relationships emerged between parent NOMs and teacher NOMs, or parent NOMs and IQ. Although tending to nominate the same students, both teachers and parents missed identifying some gifted Ss. In the analysis of teacher NOMs and IQ, some significant relationships appeared for the public school Ss but not for the school for the deaf Ss. Teachers associated giftedness with the characteristics of superior recall, speed of understanding, reasoning ability, academic ability, expressive ability, eagerness to learn, and keen observation. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Discusses issues related to gifted individuals, including characteristics of giftedness and impediments to recognition of gifted individuals with disabilities. These impediments are interactive and cumulative and include factors such as developmental delays, test limitations, social skill development, limited opportunities, lowered expectations and attitudes, and self-perceptions. The interactions of giftedness, disability, and environment are noted, and implications for the rehabilitation process, standard practices, and rehabilitation education are addressed. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Administered the Slosson Intelligence Test (SIT) and the Wechsler Intelligence Scale for Children—Revised (WISC—R) to 38 potentially gifted students (aged 15–17 yrs). Analysis showed a significant correlation between the SIT and the WISC—R Verbal Scale. If giftedness is considered to include both verbal and nonverbal development, the SIT and the WISC—R should not be used interchangeably. The degree of relationship between the 2 verbal scales, however, suggests that the SIT has value as a screening instrument when giftedness is defined as verbal in nature. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Addresses the concept of giftedness, and the identification of gifted minorities in particular. A broadened view of giftedness is proposed that acknowledges outstanding ability beyond simple considerations of IQ. Respect for the cultural diversities of gifted minorities is also emphasized. Issues are examined that may affect the identification of the culturally diverse gifted across parental, school teacher, psychologist, and school district levels. Recommendations are made to correct the underidentification of gifted minorities and their underrepresentation in gifted programming. These include parent training, teacher inservice training, expanded scope of psychological intervention, parent advocacy, and advocacy for expanded gifted program eligibility guidelines and services. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Examines multiple conceptualizations of giftedness and influences on its expression within a sociocultural context. Two approaches to educating the gifted are described: an enrichment and an acceleration model. It is noted that evaluation of these approaches and information on how best to nurture talent remains insufficient to inform policymakers. Similarly, knowledge about the developmental course of giftedness and how such behavior is nurtured and sustained remains sparse and should be a high-priority research area. A research agenda is outlined that focuses both on understanding intellectual, social, and personality processes in the gifted over the life span and on evaluating and developing appropriate educational programs. (27 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Discusses conceptual issues related to giftedness, and describes recent theories and research approaches in the area of giftedness. Additional topics include: (1) methodological problems in the identification of gifted children and adolescents, (2) psychosocial problems of gifted children, and (3) educational strategies for gifted students. (English abstract) (PsycInfo Database Record (c) 2024 APA, all rights reserved)

28 4th and 5th graders deemed to be in the top quartile of their class in leadership ability by self, 83 peers, and 5 teachers were given a 3-part leadership task in which each part called for one of J. S. Renzulli's (1979) criteria for giftedness (i.e., above-average ability, creativity, and task commitment). Each S received a rating on these 3 dimensions, which were compiled into an overall leadership performance score. Findings indicate that among the 3 sources of data (self, peer, and teachers), self-nominations were the single best method for identifying Ss with leadership giftedness. However, the mean performance scores of the Ss chosen by any of the nomination sources were so close that no one method of identifying the leadership gifted seems empirically superior. It is recommended to teachers of the gifted and administrators seeking to identify the leadership gifted in their student population that they consult all 3 nomination sources before making their selection. (7 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)

Investigated why dyslexic children with mathematical potential do not perform as well as their nondyslexic counterparts on standardized math tests. A computational test and the Wechsler Memory Scale were administered to 4 groups, each with 27 children (aged 10–14 yrs). The groups were composed of (1) dyslexic Ss who demonstrated high abstract reasoning ability; (2) dyslexic Ss with average reasoning ability, (3) nondyslexic, mathematically gifted Ss; and (4) nondyslexic Ss with average mathematical ability. The performance of the high dyslexic group in abstract reasoning and logical thinking equaled that of the mathematically gifted nondyslexic Ss, while both were superior to the average nondyslexics, who, in turn, were superior to the average dyslexics. There was a significant interaction of dyslexia and giftedness in abstract reasoning, but results suggest that giftedness more than compensated for dyslexia in this ability. The memory skills of all dyslexic Ss were inferior to those of all nondyslexic Ss. It is concluded that tests of abstract reasoning may be used to identify dyslexic children with superior mathematical ability. (21 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Suggests that because giftedness has often been defined by a score on an intelligence test or a percentile rank on an achievement test, support has been given to the myth that all gifted students are alike. However, research in the last 20 yrs has changed the view of giftedness to a multidimensional set of traits that exist in varying degrees in each individual. Since each gifted student is unique, one type of program is not sufficient for meeting the variety of needs of the gifted/talented students. (6 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

A consistently remarkable relationship between role-taking ability and prosocial behaviors was posited to support the theoretical construct of psychosocial giftedness. Role-taking tasks were given to 20 gifted 3 yr olds (mean IQ 134) in the fall and spring. During the same period, observations were made of their prosocial behaviors—sharing, helping, reacting to distress, and physical affection. In the fall, IQ rather than role-taking ability was the best predictor of prosocial behaviors for this sample. The relationship between IQ and role taking increased from fall to spring and was significant in the spring. However, neither IQ nor role-taking ability were reliable predictors of prosocical behaviors in the spring. Findings suggest that psychosocial giftedness, as posited, may develop somewhat independently of IQ and cognitive role taking, thus aiding the notion of gifted pluralism. (24 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Discusses insights gained by cognitive psychologists and psycholinguists into how persons read to obtain meaning that can be used to enhance the teaching of reading to gifted students. Characteristics of giftedness, such as those identified by B. Clark (1979) as "differential cognitive characteristics of the gifted" play an integral part in the high level of reading performance displayed by the gifted reader. The interplay of these cognitive characteristics of giftedness facilitates the processing of printed language to construct meaning. Curricular emphasis for these students should be on reading to learn rather than learning to read. Comprehension skills should be emphasized through critical, creative, and inquiry reading. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Discusses the advantages of single-S designs over the usual parametric designs for the detailed study of the gifted. Several designs are described, and it is suggested that the case study is an ideal approach for developing specific knowledge about giftedness. It is argued that the effects of current educational and psychosocial interventions on the lives of gifted individuals need to be researched and that large-scale studies do not necessarily yield useful information for describing giftedness. (41 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Examines 4 research designs of potential use in addressing the meaning of giftedness, including the traditional test-score-as-criterion design and 3 performance-based-research designs (academic mastery in a domain-specific area, creative productivity in domain-specific/interdisciplinary areas, and long-range creative productivity). It is suggested that the designs offer different conceptions of giftedness and imply different ways of providing educational services. (24 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Discusses issues related to the theory, methods, and validity of cognition research and its approach to the understanding of intelligence and giftedness. Previous research issues, including ecological validity, and current approaches, including metacognition, structural learning, and developmental and Piagetian studies are described. It is concluded that metacognitive research will lead to new meanings of giftedness in cognitive and academic terms. (23 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Reviews current conceptions of giftedness and intelligence and presents a conception of giftedness as an interaction of intelligence, special abilities or talents, self-concept, and resultant motivation to achieve. A distinction is made between traits that are identified in young children and behaviors that serve as goals or outcomes of a program for gifted students. It is concluded that motivation, self-concept, and creativity should not serve as components of an identification scheme, but should be major goals of gifted programs. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Discusses recent developments in cognitive psychology (e.g., the information-processing perspective, research in metacognition) that concern advanced intellectual giftedness in young children and the potential of these developments for alternative assessment procedures of specific cognitive intellectual functions. The implications of the recent research are that (1) preschool children may be more cognitively competent than previously assumed and (2) their use of strategic behavior to solve novel problems may be an indicator of giftedness. (26 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)