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Psychology of Creativity is a timely collection of cutting-edge conceptual and empirical contributions to the research on the cognitive, emotional, and social processes underlying creativity in general and in specific contexts, such as learning and teaching development, professional development, and adaptive coping with ageing. Each chapter is grounded in psychological theory, addresses specific research questions, and outlines interesting and feasible directions for future research and application. Therefore, the book is suitable both for experienced researchers and for graduate students who are considering conducting their dissertation in the field of psychology of creativity. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: preface)

This book is a guide to help teachers, parents, guidance counselors and other stakeholders understand the importance of intervention for gifted children and to become an advocate for those individuals who are developmentally advanced. The reader becomes engaged in the analogy of a three part airplane journey to the work of gifted education: 'Embarking on a Journey;' 'Preparing for Departure' and 'Planning for Arrival.' The author offers insightful case studies followed by strategies for both; teachers and parents gained from personal experiences and research to identify anti work with different types of children who present unique challenges due to their special needs of high potential. By presenting a historical overview in gifted education from a global perspective, Your Passport to Gifted Education provides current internationally-researched information to clarify what is meant by 'giftedness' according to various cultures. The book encourages the development of a growth mindset in the reader to seek to identify-various characteristics of high ability in all children. Four international high ability identification models are introduced, including one relatively new to North America, the High Performance Learning Framework (HPL), currently used throughout China, Europe, the Middle East and South East Asia. Dispelling the myth that gifted children do not need our help, the reader gains insight into the uniquely different types of gifted individuals. The book concludes by awarding the reader with a 'Landing Card' to serve as a bookmarker that underpins the best teaching practices in gifted education. A directory list of websites for international gifted organizations is also included to offer additional resources for those who want to continue their journey as advocates and learn how other countries support gifted children around the world. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: cover)

From Giftedness to Gifted Education helps introduce and apply ideas of how to identify and serve gifted students to help reflect theory in practice. Each chapter introduces readers to a different theory by providing definitions of key concepts, explaining the fundamental conceptual/theoretical approach, and concluding with advice on how the conception can be put into practice. Suggestions for further reading are also provided. Some chapters are based on theories that have been around for decades, and some have been developed more recently. But all chapters focus on helping empower readers to understand and take action without having to reinvent the wheel. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: cover)

This handbook incorporates the most recent thinking and cutting-edge research from a wide range of fields related to gifted education, including developmental and social psychology, the neurosciences, cognitive science, and education. It consists of six sections: History and global perspectives on the gifted field and talent development; Theories and conceptions of giftedness and talent development; Gifted identification and assessment; Gifted education; Psychological considerations in understanding the gifted (e.g., the family, social and emotional considerations, friendships and peer relations); and Special issues facing the gifted (e.g., policy and legal issues; the twice exceptional learner; underachievement and the gifted; ADHD and the gifted; suicide; perfectionism; bullying). (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: publicity materials)

This book is an attempt to present the most up-to-date review of the science of supporting twice exceptional (2e) children, written by the leaders of the field. But which children fall within the purview of 2e? I wanted to give autonomy to the experts in this volume to define 2e as they wished (as long as they explicitly defined it somewhere) and to present their own perspectives on the identification and/ or support of 2e. Nevertheless, for the sake of a coherent structure to the book, I present a modified version of a definition that reached consensus among 26 organizations that support the research and educational needs of 2e students. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: introduction)

The approach to giftedness from the socio-anthropological, psychological, and neurobiological perspectives altogether allows us to understand why gifted people are occasionally misunderstood by society. In light of the fact that the particular neurofunctional characteristics of gifted children are mostly unknown, our educational and health institutions are not prepared to treat this particular social group. Gifted children are indeed habitually proactive, and they perform very efficiently based on their high intellectual coefficients to solve problems of various kinds from in areas from the social sciences to physics to mathematics. The authors of Psychobiological, Clinical, and Educational Aspects of Giftedness, edited by Ignacio Gonzalez-Burgos, invite us to reflect on the myths and needs that these minorities have regarding their academic, intellectual, and social development, and also on the imminent need for scientific research related to the different aspects of giftedness. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: cover)

This book provides the knowledge needed to use state-of-the-art cognitive tests with individuals of all ages, from preschoolers to adults. It examines major theories and tests of intelligence and presents research-based approaches to test interpretation. The book addresses critical issues in evaluating culturally and linguistically diverse students, gifted students, and those with intellectual disability, sensory–motor impairments, traumatic brain injuries, and learning difficulties and disabilities. It highlights the use of cognitive test results in planning school-based interventions. The book is organized into six parts comprising 39 chapters. Part one presents the history of intelligence assessment and test interpretation. Part two explores contemporary theoretical perspectives including Cattell–Horn–Carroll theory of cognitive abilities; multiple-intelligences theory; the triarchic theory of successful intelligence; planning, attention, simultaneous, and successive theory of neurocognitive processes; and the parieto-frontal integration theory. It also presents a framework for adult intellectual development. Part three describes contemporary intelligence, cognitive, and neuropsychological batteries, and associated achievement tests including Wechsler Preschool and Primary Scale of Intelligence—Fourth Edition, Wechsler Intelligence Scale for Children—Fifth Edition, Wechsler Individual Achievement Test—Third Edition, Woodcock–Johnson IV Tests of Early Cognitive and Academic Development, Kaufman Assessment Battery for Children—Second Edition, Differential Ability Scales—Second Edition, Woodcock–Johnson IV: Tests of Cognitive Abilities, Tests of Oral Language, Tests of Achievement, Cognitive Assessment System—Second Edition, Wechsler Adult Intelligence Scale—Fourth Edition, Wechsler Memory Scale—Fourth Edition, Wechsler Nonverbal Scale of Ability, Reynolds Intellectual Assessment Scales—Second Edition, Reynolds Intellectual Screening Test, NEPSY-II, and the Universal Nonverbal Intelligence Test—Second Edition. Part four discusses the relevance of tests of intelligence, cognitive abilities, and neuropsychological processes in understanding individual differences. Part five examines linking assessment data to intervention. Part six explores contemporary and emerging issues in intelligence, cognitive, and neuropsychological assessment. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

The objective of this work is to capture and share the scientific production of Spanish-speaking psychologists, which is little known in the Anglo-Saxon world. In contrast, the theorists and researchers of English-speaking psychology are well known in Ibero-America. This book aims to help reduce to some degree this terrible, unfortunate, and chronic gap. This first volume is composed of ten chapters that were written thanks to the contribution of twenty-two authors. This book shows openness to any theory that guides the research performed by the different contributors, and the methods used and the problems addressed are very varied; it reflects, as Popper pointed out, the desire to differentiate the known from the unknown through scientific research. (PsycInfo Database Record (c) 2020 APA, all rights reserved) (Source: preface)

This rich collection reveals synergies across multiple perspectives towards a vision of wisdom today's world very much needs. This is a comprehensive review of the psychological literature on wisdom by leading experts in the field. It covers the philosophical and sociocultural foundations of wisdom and showcases the measurement and teaching of wisdom. The book explains the connection of wisdom to intelligence and personality alongside its relationship with morality and ethics. It also explores the neurobiology of wisdom, its significance in medical decision-making, and wise leadership. The book discusses how to develop wisdom and gives practical information about how to instill it in others. It is accessible to a wide readership and includes virtually all of the major theories of wisdom, as well as the full range of research on wisdom as it is understood today. It takes both a basic-science and applied focus, making it useful to those seeking to understand wisdom scientifically and to those who wish to apply their understanding of wisdom to their own work. The book might provoke new ideas and spark new research both in academia and in real-life applied contexts. And perhaps, sooner or later, this volume and others like it will inspire people, especially policy-makers, to act more wisely. Maybe, the editors and authors can contribute a few small steps to the transitions that humanity needs to make if it wants to survive. This handbook is written not only for students of wisdom and researchers in the field but also for anyone who seriously wants to understand wisdom and how it has the potential to change the world. The authors hope that, after reading this volume, one will want to contribute to those changes that make the world a better and more humane place. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

This book provides a comprehensive and international overview of key challenges and issues in the field of gifted education, making this an invaluable volume for individuals in the fields of education, public and private school administration, psychology and beyond. It provides a current global overview of the challenges and issues in the field of gifted education for public and private school administrators, teachers, psychologists, researchers and parents. A particular emphasis throughout the chapters is on diversity—both in the population of young people in general, and within those identified as 'gifted'. The concepts of 'giftedness' and 'gifted education' have no predetermined, universal definitions. The political, economic and social climates within a region or a country influence each definition; and can be slanted towards the benefit of the state or the development of individual potential, or, ideally, for the benefit of both. The book is organized into three parts. Part I of the book analyses the following issues: What do we mean by giftedness? How is giftedness identified? The broad emphasis throughout the text is on creative and intellectual giftedness, although many authors discuss the wide range of human abilities and potentials. Part II mainly discusses differentiation issues with regard to school curricula and flexibility within programmes and practices; but all authors who discuss aspects of the curriculum, also discuss enrichment and extension activities outside the curriculum. Part III presents chapters outlining gifted education in a wide range of countries. The book examines current topics, such as context-based creativity, artificial intelligence and spiritual intelligence. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

This book is written for researchers, undergraduate and graduate students, and individuals interested in promoting creativity despite a history of adversity. It incorporates research findings from diverse fields of study in an effort to present the complex interactions between creativity, trauma/loss, and factors that promote resilience. The book covers general theories of creativity as they apply along the continuum from everyday creative activities to eminent creativity. Primarily, it looks at the person rather than the creative product. The book presents information about the psychobiological processes that are amplified within creativity, including the capacity to achieve flow (optimal) states. It examines the long-lasting effects of childhood adversity and early attachment in relationship to the effects they have on creative achievement. The book also outlines the psychological and neurobiological nature of trauma along with an in-depth discussion on shame and dissociation. It discusses strategies related to self-regulation, including hardiness, resilience, and post-traumatic growth. The book explores the constriction and fostering of creativity and well-being. It focuses on integrating two diverse fields, creativity and traumatology. The book is divided into three sections. Section One, Creativity, focuses on creativity theories as they relate to everyday creativity and to eminent creativity across all domains. Section Two, Trauma, attention is directed to trauma and loss across the lifespan. Section Three, Resilience, is directed toward regulation, resilience, and post-traumatic growth. Educators, students, and researchers can benefit from a greater understanding of the interacting effects of creativity, trauma, and resilience. Many talented and gifted individuals struggle with unresolved mourning; they falter in their attempts to realize their potential. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: book)

Over the last years I have written many books, blogs and articles about different topics in gifted education. But this time I have an urge to write about leadership in gifted education. This topic is one of the most important topics in gifted education. Even though there is no universal definition of leadership, there is a lot of literature on leadership in business, military, and government, but not enough research and information about this topic in education and psychology. In addition, we still must figure out how to develop the leadership skills on a global level. We need a new approach motivating girls to become leaders and we must understand the relationship between giftedness, genetics and creativity. In this book, the authors will try to explain the meaning of leadership and light up some points about the characteristics of great leaders. Then you will read about leadership in gifted education—why we need leaders in gifted education and how we can understand and develop leadership potential in gifted children. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: preface)

Back in the late 1970s, immediately after I received my PhD, I recognized what I saw as a need for a handbook that would integrate theory, research, and practice in the field of human intelligence. The resulting product was the Handbook of Human Intelligence, which also was my first book with Cambridge University Press. By 2011, the first Cambridge Handbook of Intelligence was published, edited by myself and Scott Barry Kaufman. The book was up to forty-two chapters and more than 900 pages in a large printed format. And now I present what will be, for me, almost certainly the last edition of the handbook I edit: the Cambridge Handbook of Intelligence (2nd ed.), which contains fifty chapters and 1250 pages. The monotonic increase in the number of chapters over the successive versions of the handbook represents the huge expansion of the field since the publication of the original handbook. Concepts such as emotional intelligence, collective intelligence, mating intelligence, practical intelligence, and leadership intelligence had not yet been proposed. Although social intelligence had been studied, the research had been of psychometric tests not all so different from what was to be found on standard intelligence tests. The chapter on biological foundations in the original handbook had almost no overlap with the current chapter, so much has the field changed since then. The Flynn effect had only recently been discovered and the field had not yet realized how important the finding of secular increases in intelligence would be. Chapters on intelligence and wisdom or intelligence and expertise could barely have been written because the literatures at the time were so thin. In only the near-decade since the first Cambridge Handbook of Intelligence came out, the field has again been transformed. And that is the reason why I am editing this last, for me, edition of the handbook, hoping that someone else takes over the next edition. Because, although I may grow old, the field is still a relatively young one, at least in the multiple and diverse forms it takes today. It is hard even to speculate what a handbook of intelligence for 2030 will look like. And that is precisely what makes the field so exciting. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: preface)

The focus of this book is summarized in the first word of its title: UNDERSTANDING. Unlike thousands of scientific papers and books, that for a whole century had been discussing definitions, ways of diagnosing, ways of academic nurturing, policy-related issues, such as the need to finance special education for gifted students, who is to benefit from gifted education, or the ongoing dialogue between those in favor of equity in education and others who demand that "each student receives their most suitable learning opportunity", the book is about the best ways of matching educational and psychological means and methods, in order to tailor the best-fitting garments to any gifted child. The first step of this complicated process needed in order to accomplish it is understanding gifted children. But the term "understanding gifted children" might be quite misleading. Rich Harris (2007) has written a whole volume about the issue considered one of the biggest mysteries of psychology: the causes for the differences in personality and behavior not just between each two strangers, but also between siblings, twins, and even identical twins. Thus, any trial to include individuals in the same group for the sake of providing ALL their needs must be unsuccessful. This fact has been the main reason for the failure of gifted education in Israel. However, when being somewhat more modest, trying to understand the different needs–whether educational, emotional or social–of various gifted children, those considered "highly-gifted" and the others who are perceived as "mildly-gifted"; children who are interested in science and others who tend to the humanities, or to arts; chess Olympic champions or child-musicians, or actors, one might be more successful. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: preface)

This book offers educators, counselors and parents of 3-16-year old gifted, talented, curious, and creative children and youths a new, original tool of assessing their interests and abilities. As this book has been published during the second wave of the COVID-19 pandemic, it concentrates on ways of assessment that can all function on-line as well. All offered activities have been practiced both before "corona-time" started, when on-line therapy, let alone—on-line giftedness identification, was not common for children. The case studies presented in the book have all been written since March 2019, proved effective, enriching the knowledge of the counselor. All activities described were perceived as "easy", "nice", pleasant" and "interesting" by the children involved, and thus are recommended; unlike formal identification they put no pressure either on the child or on her or his parents. The first assessed child described is a 3-year old girl, who was identified as highly gifted in mathematics. The "game" played was "The geometric shapes game", during which she was asked "what do you want me [the counselor] to paint?" and then: "what color do you want me to use?". During the "game" the child showed a wide knowledge in both 2- and 3-dimensional shapes, she always insisted on using the exact mathematical terms, and each time she approved on the result she was very happy. The next "games" descried were all word games. In "the associations game" the counselor writes a word and the child adds another one without thinking, and this goes on alternately for as long as the counselor decides, depending on the child's age, her or his attention span, level of hunger or thirst, etc. This "game" is suitable for toddlers, kindergartners and first grader. The "ugly words game" is suitable especially for children with emotional and social problems. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: book)

This new book by scholars and practitioners Susan Paik, Stacy Kula, Jeremiah González, and Verónica González is important and valuable. It represents a ground-breaking approach that describes for those on the frontlines of school improvement, policymaking, and research what positive success in gaining access to higher education actually looks like for Latino students, the nation’s largest minority population. Latino students are everywhere in this nation. They are no longer confined to large urban districts or border states, but are an emerging majority in many rural and some suburban school districts throughout our country. Figuring out what contributes to their academic success and their access to higher education becomes an important part of the nation’s quest to improve its economic standing and productivity on the world stage. Turning a spotlight on what factors contribute to Latino student success is the heart and soul of this timely volume. How family, culture, home environment, resources and preparation all play vital roles in developing students who beat both the odds and the conventional stereotypes about Latinos is captured in rich detail, including the often-overlooked voices of the students themselves. In addition to being the right book at the right time, these editors should be congratulated for giving us a stellar example of how a research-practice collaboration comes together to produce such a valuable and lasting contribution to the field of school reform and improvement. Those who work in schools, universities, think tanks and policymaking centers have been waiting anxiously for this kind of book, and it’s now here. (PsycInfo Database Record (c) 2021 APA, all rights reserved) (Source: foreword)

The purpose of this Handbook is to provide a comprehensive representation of the development of this field of study. As such, we offer traditional and contemporary perspectives, and importantly, a multidiscipline-multimethod view of the state-of-the-science and -engineering research on expertise. Our aim is to present different perspectives, theories, and methods of conducting expertise research that have been influential in improving our current understanding of expert phenomena across a range of domains. Our second aim is to provide a particular focus on conveying how that understanding has been applied to address practical problems and societal challenges. In particular, the Handbook focuses on how this understanding has been translated into reliable predictions useful to society, and into effective interventions that can improve all facets of proficiency, performance, security, safety, health, and well-being. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: introduction)

This comprehensive volume explores the origins, development, and applications for Françoys Gagné’s Differentiating Model of Giftedness and Talent (DMGT). In an authoritative yet accessible style, Professor Gagné offers a holistic coverage of the DMGT, including its implications for the field, and its main divergent points with competing theories of talent development. Chapters guide readers through each of the five DMGT components, addressing the diversity of gifts, the contributions of Nature and Nurture, the most important personal qualities, the overemphasized power of outside agents, the key role of chance, and more. Filled with illustrative examples and vignettes from the author’s estimable career, this book is the authoritative resource for researchers and students looking to understand the DMGT and its unique role in shaping gifted education as we know it today. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: book)

Language learners beyond early childhood are scarcely expected to reach native-like abilities in their new language, yet some do. Are these individuals uniquely gifted? If so, are such gifts innate, or the result of intense drive, optimal experience, opportunity, or something else altogether? All such "outliers" face limits, potentials, and choices. What they do in the face of these is key. Bringing together theory and empirical work from across disciplines, this groundbreaking book aims to better understand the perennial mystery of giftedness in language learning (GLL). Incorporating quantitative, qualitative, and case study data, this analysis demonstrates the need to reach across cognitive, neural, emotional, psychological, and social lines to understand native-likeness in a second language. With this complexity in mind, specific recommendations are provided to reorient the research toward an appreciation of the individual’s role, and a clearer understanding of the inherent balance of nature and nurture in GLL. (PsycInfo Database Record (c) 2021 APA, all rights reserved) (Source: book)

This book brings together eminent and emerging scholars to present cutting-edge research on diverse conceptions of giftedness and talent from a range of international perspectives. It covers classical views, emphasizing IQ, but also seeks to move the academic debate on from the common exclusive emphasis on IQ-based skills. In each chapter the contributors address both theoretical advances and practical applications for administrators, teachers, and parents. The editors conclude by integrating the different points of view and showing ways in which major ideas, even when given different names, can be integrated to provide a holistic and integral viewpoint on giftedness and talent. This book will appeal to students and scholars of creativity, giftedness and gifted education; as well as to practitioners, teachers and education policymakers. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: cover)