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Discusses the development and implementation of a 3-wk summer institute designed to challenge teachers' notions of giftedness and gifted learners; and to create a link between theory and practice. Institute structure, the need for follow-up, teachers' beliefs about giftedness, and the implementation of individual teaching plans are delineated. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Argues that cognitive experience is a psychological basis of intellectual giftedness and a type of representation (i.e., how an individual sees, understands, and interprets what is going on in the surrounding reality) is a proto-phenomenon of intellectual life of a person. The essay critiques existing approaches in psychology of giftedness, introduces the authors' own approach, and presents an exploratory experimental psychological study comparing 43 "gifted" male 9th and 10th graders with 34 "average" high school students in physics and mathematics. In comparison with average Ss, gifted Ss' representations of reality as a whole consisted in the predominance of categorical cognition. Gifted Ss were also distinguished by more complex and rich conceptual representations and by more developed intellectual control. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Presents the efforts of a project responding to the need for culturally relevant alternatives to current assessment practices in the identification of giftedness among rural Mexican-American elementary school students in the southwest. The project implementation involved acquiring school faculty commitment and establishing and training identification committees from among parents, community representatives, teachers, and school administrators. The 1st task of the committees was to define giftedness grounded on the sociocultural characteristics of the community. Then, local multidimensional screening procedures needed to be developed and implemented. Preliminary results of the project are outlined. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Examined the patterns and complexities of parents' reasoning about their gifted children's social and emotional development. Models of parental reasoning in the general population do not account for the particular characteristics that many parents observe in their gifted children. In a year-long study of 10 families, 4 levels of thinking emerged among the parents interviewed. A model for parents of gifted children presents these levels hierarchically. Characterizing the lowest level is a complete absence of a framework for parental thinking about giftedness. The highest level evinces a comprehensive, integrated context for parents' understanding of both the intellectual and social-emotional aspects of their children's giftedness. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Constructed a concept map representing the experience of giftedness among 85 7th–9th graders. Ss completed written responses to a phenomenological probe, which were reduced to a set of representative items. Ss then performed free card sorts on these items, which they also rated for applicability to their experience. Multidimensional scaling and cluster analysis suggest positive and negative elements of the experience of giftedness along internal and interpersonal dimensions. Implications for interventions with the gifted are considered. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Explored the conception of giftedness held by 4 experienced primary teachers (2 kindergarten and 2 1st grade) who were using the Early Assessment for Exceptional Potential portfolio assessment model. Ss had a similar image of giftedness with 2 dimensions: classroom performance and fictive style of the students. Ss assessed children developmentally against their peers for extremely unusual intellectual and academic ability as demonstrated by what children said and did, and a qualitative difference in these children characterized by intensity, high visibility, or uniqueness. The 4 strands of evidence that created the teachers' image of child potential are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

The Gifted Rating Scales-School Form (GRS-S), a teacher-completed rating scale, is designed to identify five types of giftedness and motivation. This study examines the reliability and validity of a Chinese-translated version of the GRS-S with a sample of Chinese elementary and middle school students (N=499). The Chinese GRSS was found to have high internal consistency. Results of the confirmatory factor analysis corroborated the six-factor solution of the original GRS-S. Comparison of the GRS-S scores and measures of academic performance provide preliminary support for the criterion validity of the Chinese-translated GRS-S. Significant age and gender differences on the Chinese GRS-S were found. Results provide preliminary support for the Chinese version of the GRS-S as a reliable and valid measure of giftedness for Chinese students. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Following an introductory definition of 'scientific ability and creativity', product-oriented, personality and social psychological approaches to studying scientific ability are examined with reference to competence and performance. Studies in the psychometric versus cognitive psychological paradigms are dealt with in more detail. These two research strategies complement each other in describing and explaining scientific ability and creativity in the field of science and technology. Whereas psychometric studies seem to be essential for diagnostic and prognostic purposes, cognitive psychological studies help to explain the development of individual competencies and excellent performances. In the last two decades, another research paradigm has arisen that has been characterized as 'giftedness as developing expertise'. The so-called 'expert-novice paradigm' is based on a dynamic concept of giftedness in which creativity and motivation play an indispensable role. As an example of this approach, the Munich Dynamic Ability Achievement Model (MDAAM)--an extended version of the Munich Model of Giftedness (MMG)--will be discussed in greater detail. Furthermore, empirical data from the author's studies of scientific ability and technical creativity will be presented and their theoretical context described. Finally, various possibilities for nurturing scientifically and creatively talented adolescents and adults are discussed, with sex-related problems being touched upon. Generally, the hypothetical construct 'scientific ability' can be defined as scientific thinking potential or as a special talent for excellence in (natural) sciences. Similar to this definition, 'scientific creativity' or 'technical creativity' can be conceptualized as individual and social capacities for solving complex scientific and technical problems in an innovative and productive way. Both descriptive and explanatory terms are necessary for a theoretically and practically efficient definition. This further necessitates different research strategies, which will be demonstrated with respect to several study examples. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

This paper describes a developmental psychological approach to understanding giftedness. A theoretical model of exceptional expertise is used to frame our understanding of how gifted children's conceptual knowledge develops in a variety of domains and how the interplay of this conceptual knowledge with domain-specific skills results in rich, elaborate thinking. This model provides a 'design for development' of giftedness in a variety of domains. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Counseling concerns of highly able students may reflect characteristics associated with giftedness. Yet school counselor training programs give scant attention to this phenomenon and to the social and emotional development of these students. School counselors therefore may be unaware of and unequipped to respond to these concerns. Referencing scholarly literature related to giftedness as both asset and burden, the author explores school counselors' potential roles in responding to the needs of gifted students. (PsycINFO Database Record (c) 2018 APA, all rights reserved) (Source: journal abstract)

The article describes Israel's approach to the education of gifted and talented children. It describes the programs for gifted and talented children in Israel and the process for selecting students for these programs. The method of selecting students for programs is consistent with the Ministry of Education's definition of giftedness, the goals of the giftedness programs, and the characteristics of these programs. The selection method is affected by the standards required of the instruments as well as other constraints, such as the constraints on funding for this purpose. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

A considerable amount of recent evidence suggests that speed of information processing (SIP) may be related to general giftedness as well as contributing to higher mathematical ability. To date, no study has examined SIP associated with both general giftedness (G) and excellence in mathematics (EM). This paper presents a part of more extensive research aimed at a multidimensional examination of mathematical giftedness, which is a complex function of the G factor and EM factor. The research population consisted of four groups of 10th–11th grade students who differed in their G level and EM level. 190 participants performed five SIP tests: Visual-matching, Cross-out of numbers, Digit-symbol, Symbol-search and Simple arithmetic exercises. We found that the G–EM group outperformed the three other study groups on all five tests. The findings reveal that between-group differences in performance on Cross-out of numbers and Simple arithmetic exercises tests are associated with both G and EM factors, whereas especially the G factor had an effect on students’ scores on Digit-symbol, Symbol-search and Visual-matching tests. In addition, we found gender differences on the Digit-symbol and Symbol-search tests. The results of this study suggest that EM and G factors are interrelated but represent different traits with respect to the SIP. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

One hundred twenty-four undergraduate education majors completed the phrase "a gifted student is ______" using a metaphor and then explained their choice of metaphor. Qualitative metaphor analysis influenced by Dai's (2009) essential tensions determined that preservice teachers conceive of giftedness as rapid memorization of content knowledge and showy demonstrations of achievement. They believe that excellence is rare and that intelligence is generalizable. Responses were mixed as to whether giftedness is a natural state of being or a process of becoming gifted. There was very little evidence to suggest that preservice teachers focused on the motivational aspect of talent development or the notion that gifted students are likely popular with their peers. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

This issue sets itself apart from earlier issues through its lack of traditional giftedness research articles. This is not simply a coincidence. The work on display here is becoming generally more prevalent, and I see at least two developments in our field that help explain this shift. The issue's first contribution raises fundamental questions about giftedness research and the nature and quality of the relationship between the field and its various parent disciplines. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Unlike traditional person-centered models of giftedness, the Actiotope Model of Giftedness focuses on the person-environment interactions. It postulates that successful learning requires necessary resources, termed educational and learning capital, located both in the environment and the individual. The Questionnaire of Educational and Learning Capital (QELC) is introduced. The results of a validation study with students from China, Turkey and Germany is reported which shows that the QELC has satisfactory psychometric properties as well as construct and concurrent validity. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

This commentary addresses Subotnik et al.’s (see record 2012-24309-002) target article from the perspective of researchers active in the field of giftedness. First, we self-critically examine the current standing of giftedness research within the scientific community. Second, the authors’ critique of gifted education is sharpened in three respects: (a) gifted identification, (b) effectiveness of gifted education, and (c) credentials of gifted education. Finally, four necessary and productive lines for future research are proposed. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

There has been an increase in publications of quantitative research studies investigating overexcitabilities (OEs) and giftedness. On one hand, increased interest in OEs bodes well for the dissemination of Dabrowski’s theory of positive disintegration (TPD), from which OEs are derived. On the other hand, recent research raises concerns regarding the assumptions underlying the research methods in common use. This article argues that the assumptions regarding OEs and their relationship to giftedness evident in recent research run counter to Dabrowskian theorizing. Due to the uniqueness and coherence of TPD, the article concludes by noting the need for a paradigm shift when researchers investigate TPD concepts such as OE. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Comments on an article by Albert Zieglera & Shane N. Phillipson (see record 2012-16824-002). In the study, we tried to find out what made a person demonstrate outstanding scientific creativity. The result showed that eminent scientists had a variety of essential traits, such as intrinsic motivation, eruditeness, autonomy, and initiative. However, we also know that these traits are also possessed by many ordinary people to some extent. So these traits are necessary but not sufficient for preeminence. More importantly, along the pathway the interaction and the co-evolution are the keys to transcendence. It is lucky that we have a chance to read Ziegler and Phillipson’s systemic theory of gifted education,which can shed more light on our findings. Here, we will first comment on the theory that inspires us, then reinterpret our findings in the light of it, and put forward some tentative suggestions in the end. In contrast to traditional trait-oriented conceptions, Ziegler and Phillipson redefine excellence from the perspective of an action-oriented approach. In the Actiotope Model of Giftedness, which has been elegantly crafted over the years,excellence refers to a specific quality of actions. In this way, Ziegler and Phillipson greatly expand the understanding of giftedness. The model provides a comprehensive new vision for gifted education, and can help researchers understand giftedness more profoundly and broadly. What we are looking forward to is its widespread application in gifted education in China. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

This issue of High Ability Studies stands out with regard to diversity in two respects. First, it includes contributions from various areas of talent development and expertise, some of which have been studied very little to date. It features studies focusing on, for instance, expertise in poker, the musically gifted, talented dancers and academic giftedness. Second, highly diverse aspects of talent development, giftedness, and expertise such as decision making, cooperative learning, competition perfectionism, and ability climates are examined. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Professional school counselors are responsible for serving students across a wide range of cognitive ability, yet counselor educators may not attend to issues related to giftedness, such as how and when developmental phenomena may be experienced by highly able students, and the need to differentiate counseling approaches for this population. This study examined the extent to which CACREP-accredited school counseling programs addressed giftedness, as well as perceived barriers and supports that influenced whether programs included topics related to extreme ability in their preparatory curricula. Findings included that minimal attention was given to the implications of high ability for counseling practice, and that a lack of room in the curriculum, lack of funding, and absence of pertinent, mandated standards were some of the largest barriers to inclusion. Supports in the form of openness to including information, faculty expertise and experience, and perceived need were generally perceived to be low to moderate. (PsycINFO Database Record (c) 2017 APA, all rights reserved) (Source: journal abstract)