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Borrowing from cognitive-science research, the authors of this chapter use comparisons of novices and experts to illuminate the nature of giftedness. They use research findings on flexibility, metacognition, and knowledge organization to clarify processes that promote development from novice levels to expert levels in a domain. Recommendations for theory-building conclude this chapter. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: chapter)

The idea to create the Prevention and Enrichment Program for Families with Gifted Children began when the author worked for a German Parents Association for gifted children as a counselor and program coordinator. After some time, the author began to realize a common theme in the problems parents described: those parents and their friends and acquaintances had little or no information about gifted children and their needs. This made it difficult for them to communicate effectively with their children and also with the school staff, teachers, headmaster, psychologists, and, on a more personal level, neighbors, relatives, and friends. Families with gifted children are not at higher risk of developing mental health disorders because of their children's giftedness. But these families do need to develop effective ways to communicate with their children. This chapter describes the Prevention and Enrichment Program for Families with Gifted Children which is based on the Parent Effectiveness Training by T. Gordon (1970) and addresses the special needs of families of gifted children who may be at risk for misunderstanding and miscommunication. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Connects creativity with recent research and theory on cognition and metacognition. More specifically, the authors highlight some common processes used by creative people and individuals of high cognitive ability, and show how these commonalties can reshape conceptions of optimal mind development. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: chapter)

The Schoolwide Enrichment Model provides a broadened concept of giftedness and an increased range of curricular and instructional practices that can help every principal successfully meet the diverse learning needs of all students. This model focuses on students' interests, abilities, and learning styles. It benefits more students than usually selected for traditional gifted programs and can be infused into a total school improvement plan. This means that students for whom English is a second language, sometimes called English language learners, whose talents may be unnoticed as they struggle with a new language and culture, can participate in talent development programs. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

Uses chaos theory to portray the human brain-mind as a nonlinear dynamic system. From this perspective, small influences on a far-from-equilibrium system can promote a transition to higher levels of self-organization. The author also makes the case that chaos theory can incorporate a broad range of phenomena pertinent to understandings of creativity and giftedness. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: chapter)

Reviews and discusses research on giftedness development and the education of gifted or talented children. Technical issues include the definitions of gifted and talented, characteristics of giftedness (precocious, intrinsic motivation, creativity), indicators of giftedness such as IQs, and differential areas of giftedness such as the arts. The author presents an overview of theory and evidence supporting creativity and talent as positive characteristics, including research on a proposed model (Simonton, 1999) that is multidimensional and dynamic, late-bloomers, giftedness and well-being, introversion, and methodological weaknesses in gifted research. Research on the developmental stability of creativity and talent over the life span suggests that although gifted children tend to become high-achieving adults, the transition from gifted child to adult creator is often painful, and only a fraction become "big-C creators". Implications for education and promotion of creativity and talent are discussed. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Proposes a method for integrating theories of giftedness and creativity, making the case that the latter should subsume the former. The author also uses the construct of world view to categorize theories into organismic and mechanistic theory "families." Finally, the author claims that using the organismic world view provides a macro framework that can ease the resolution of incompatibilities among the theory families. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: chapter)

Uses a broad-scope model to summarize, categorize, and integrate a large number of constructs pertaining to creativity and giftedness. These constructs include much of the literature in the domains of creativity and giftedness, some recent developments in cognitive science and neurophysiology, and some theories drawn from diverse disciplines. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: chapter)

Looking at theories of giftedness and creativity through the framework of open systems theory is a way to examine diverse components in a different light. The ecosystem metaphor is used in this chapter to describe elements from a variety of theories related to gifted and creative behavior and production. The author of this chapter uses systems theory to identify commonalties in a network of related constructs, theories, and models, many of which are influential in the field of gifted education. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: chapter)

In this chapter I review research related to the practices within the field of gifted education. Talent-giftedness is a phenomenon that greatly interests our society. However, educators have a somewhat ambivalent attitude toward giftedness and gifted children. There is no agreed-upon definition of giftedness to guide practice and programs as there is with other special categories of children and no federal mandate to serve gifted children. As a result, the kinds of services available to gifted children in schools vary widely. I try to capture that variability and the issues that frame practice and theory within this emerging field of psychology and education. Topics include: (1) conceptions of giftedness; (2) issues in defining giftedness and talent; (3) indentification of gifted children; (4) gifted education and the law; (5) instructional issues; and (6) the future of gifted education. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

The issue of exceptional performance is discussed from four perspectives: genetic distribution of high giftedness, gene-environment interaction, neurobiological findings, and the role of deliberate practice as well as environment in general. The genetic perspective is illustrated mainly by the emergenic and epigenetic model of Simonton, followed by the three types of gene-environment interaction (Scarr and McCartney). The neurological perspective focuses on the role of early practice for neurological representation and on hormonal changes during development. The perspective of deliberate practice summarizes the present state of affairs within this field of research. Finally, a distinction between different levels of excellent performance is proposed, arguing against the neglect of genius as a specific phenomenon among excellent performance. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: chapter)

The purpose of this chapter is to provide information for professionals interested in best practice regarding assessment of gifted students. The first part of the chapter provides a definition of giftedness and some background on its development. A rationale for the value of the WJ III in providing relevant information is also discussed. Next, there is an outline of some characteristics of gifted students that have general implications for testing. Finally, there is a presentation of case studies that illustrate various aspects of using the WJ III with gifted students. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: chapter)

In this review, on the basis of literature and data on the strong connection between high intelligence in pre/adolescents and high testosterone level in the prenatal fetus development and also on the increased concentration of testosterone in the amniotic liquid in the case of monozygotic male-twins pregnancy, the hypothesis of biologically conditioned intellectual giftedness in the monozygotic male-twins is suggested. Taking into consideration new experimental data and results of other investigators it is assumed that the high involvement of the right frontal cortical area in the ongoing information brain processing may serve as a physiological marker of intellectual giftedness. The prenatal developmental peculiarities and unfavorable psychosocial factors during postnatal twins' development are discussed as the reasons for the phenomenological absence of talented male-twins in human history. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

The Three-Ring Conception of Giftedness focuses on creative/innovative productivity, which differs from schoolhouse or lesson-learning giftedness. Giftedness that leads to innovation emerges from the interaction and overlap of three clusters of traits--well above average ability in a particular domain, task commitment, and creativity--and occurs in certain individuals, at certain times, under certain conditions. A broader conception of giftedness will allow researchers, theorists, and educators to more fully address, answer, and respond to the most pressing questions about where innovation 'comes from'. Simultaneously, this model, when applied, will assist in the development of individuals most capable of engaging in innovation and improving the quality of life for society. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Five strategic steps posited here suggest a course of action that can lead to systemic and sustainable innovation in public-school music education: (1) reconcile perspectives regarding the purpose of music education; (2) establish a framework for comprehensive, interdisciplinary programs that are intended to benefit all children; (3) prepare advanced college-conservatory students to contribute to the development and sustainability of innovative programs as 'artist-teacher- scholars'; (4) form networks of college-conservatory, arts organization, and public school partnerships; and (5) explore and promote new conceptions of giftedness that result from the implementation of innovative forms of music education practices in public schools. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Why are Nobel laureates so innovative? Although the capacity of Nobel laureates for scientific innovation has attracted researchers' attention for decades, the phenomenon is far from understood. This chapter argues that scientific innovation of Nobel laureates is determined in part by specific preferences, feelings, beliefs, and intuitive processes, which constitute a whole field of unexplored or poorly understood scientific phenomena. Based on autobiographical and biographical accounts of Nobel laureates, the chapter explores these phenomena, demonstrating that they predict scientific productivity of the highest level that results in innovations and, consequently, outstanding scientific talent of Nobel caliber. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

This chapter is divided into four sections. First, we review the historical tradition of lifespan developmental conceptions developed in German-speaking countries since the 18th century. Second, we introduce a modern dual-process model of lifespan intellectual development that emphasizes two distinct but interactive aspects of intelligence (i.e., the mechanics and pragmatics of the mind). Although many researchers in this region do not explicitly focus on developmental aspects, in our view, components and processes of intelligence studied can be related to the dual-process model. Hence, we use this model as an organizational framework to help structure the review of contemporary research on intelligence in the third part of the chapter. As will become evident, the goals of past investigations of intelligence have been diverse and ranged from understanding information-processing, sensory, and neurobiological correlates of academic intellectual abilities to studying higher-order reasoning, complex problem solving, giftedness, and the regulation of intelligent behavior in everyday life. In the final section of this chapter, we offer a summary of past research on intelligence in German-speaking countries and discuss possible future investigations. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: chapter)

The approach to wisdom proposed here starts with the construct of tacit knowledge about oneself, others, and situational contexts. An advantage of the proposed theory is that it is linked to a theory of intelligence (the triarchic one) at the same time that it makes explicit how wisdom is different from the triarchic (analytical, creative, and practical) aspects of intelligence as they typically are encountered. Although tacit knowledge is acquired within a domain, it more typically applies to a field. The balance theory of wisdom postulates that tacit knowledge underlying practical intelligence is applied to balance intrapersonal, interpersonal, and extrapersonal interests to achieve a balance of the responses to the environmental context of adaptation to, shaping of, and selection of environments in order to achieve a common good. Values mediate how people use their tacit knowledge in balancing interests and responses. In addition, the balance theory suggest a number of sources of developmental and individual differences in wisdom and giftedness. The chapter concludes by discussing both strengths and weaknesses of this theory of giftedness in wisdom. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: chapter)

This study examines the nature of musical precocity and the mechanisms that mediate a "crystallizing experience." Howard Gardner (1983) has made a cogent argument for the inclusion of musical intelligence in the spectrum of human intelligences. He has proposed that this musical ability may evolve in different ways. One of these is the "crystallizing experience," a dramatic event in a person's life that makes manifest inherent giftedness. The crystallizing experience may serve as a useful construct for explaining how certain, talented individuals must commit themselves to an area of giftedness. The present study involved 24 musically precocious boys of middle school age who were asked questions individual and in focus groups regarding the nature of crystallizing experiences. This study of the crystallizing experience revealed important implications for understanding the structure and composition of extraordinary performance. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

In the context of this chapter, the phenomenon of the extracognitive refers to four interrelated components: specific intellectual feelings, specific intellectual beliefs, specific preferences and intellectual values, and intuitive processes. The following findings are a result of three different directions that our research has taken: the study of the extracognitive phenomenon in the case of Vladimir I. Vernadsky, a famous Russian scientist/genius of Nobel caliber; the study of this phenomenon in three intellectually gifted adolescents; and an investigation of the extracognitive phenomena in Nobel laureates. The chapter first deals with methodological issues related to the use of biographical and autobiographical literature as well as case-study approaches as a means of investigating the psychological underpinnings of gifted, creative, and talented individuals. The next parts present findings regarding the extracognitive phenomena of Vernadsky, gifted adolescents, and Nobel laureates, respectively. The chapter then considers the relationship between the components of the extracognitive, its link to metacognition, and its functions. Finally, the chapter concludes that the extracognitive should be viewed as the highest level of the manifestation of the intellectual and creative potentials of an individual, and consequently, as an important criterion of intellectually creative giftedness. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: chapter)