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Surveyed 111 White, 110 Hispanic, and 56 Black parents of children in the gifted and talented program of a large urban school district. There were few differences among the 3 parent groups in either the characteristics that had indicated to them that their child might be gifted, or in the attributes which they believed were current descriptors of their gifted child. Large group differences were present; however, between the White sample and the 2 minority group samples in the percentage of families who requested an evaluation of their child for possible placement in the gifted and talented program. Fewer of the minority parents made such a request. This factor could contribute to the underrepresentation of minority students in gifted programs. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

This study focused on the age position debate concerning the school performance of intellectually gifted students who have started school on time (as opposed to early or delayed entrants). Ss were 275 students in Grades 2–8 who had obtained a minimum score of 129 on the Cognitive Abilities Test (R. Thorndike and E. Hagan, 1986). Dependent measures included performance on the Iowa Tests of Basic Skills, teacher checklists of classroom behavior, and handwriting skill. Data were obtained both for 2 groups: older students (with birthdates in the 4 mo immediately following the legal cutoff school entrance date) and younger students (with birthdates in the 4 mo immediately preceding that date). ANOVA revealed a significant but nonmeaningful difference between older and younger groups in academic achievement and no significant differences in classroom behavior or visual-motor skill. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Examined group differences according to giftedness and academic achievement for acquisition and transfer of a strategy. 101 high achieving gifted, underachieving gifted, high achieving nongifted, and average achieving nongifted middle-school students orally solved sets of verbal and figural analogies across 4 phases: before being trained to use a strategy (baseline), after training, at proximal transfer (analogies from the trained domain), and at distal transfer (analogies from the nontrained domain). It was found that Ss who excelled on measures of intelligence, achievement, or both, tended to exceed their peers in spontaneous strategy implementation, strategy acquisition and generalization, and the number of analogies solved, suggesting that deficits in strategic functioning are 1 source of underachievement in the gifted population. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Built on the study of gifted adolescents' attitudes toward giftedness by B. A. Kerr et al (see record 1989-25606-001) by tailoring the questions to individuals' experiences and expanding the scoring scheme within response type. Ss were 144 (56% male, 44% female) gifted and talented students (aged 15–26 yrs). No significant differences were found by gender. Being gifted was a positive experience for 79% of the Ss. 61% of Ss thought that classmates treated them differently, with 35% viewing their classmates' treatment as negative. Gifted adolescents may be coming to realize that there are positive and negative aspects to almost all social roles, statuses, and labels. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

55 intellectually gifted children were compared with 53 academically average children (all Ss aged 11–14 yrs) on elementary cognitive tasks (ECGTs) with no symbolic content and different levels of requisite processing complexity. Ss were administered the Advanced Progressive Matrices and 3 ECGTs: simple reaction time (RT), choice RT, and the odd-man paradigm. Differences between gifted and nongifted Ss on the ECGT parameters increased monotonically with task complexity. Results indicate that gifted and nongifted children differ not only in terms of the effectiveness of higher-order or metaprocesses, but also in terms of speed and efficiency of lower-order cognitive processes. (PsycInfo Database Record (c) 2020 APA, all rights reserved)

Surveyed 39 school districts to examine the success or failure of alternative strategies for identifying gifted students in school districts serving large numbers of culturally diverse students. Many districts listed ethnic/linguistic minorities and economically disadvantaged students as important underserved populations. Alternative identification procedures were primarily intended to expand the assessment basis. Factors most associated with success of procedures included school personnel and assessment practices. Factors causing problems included testing and policies at state and local levels, as well as a lack of recognition of giftedness as it is manifested in diverse cultural populations. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Assessed the analogical reasoning ability of gifted young children and examined the influence of gender, SES, and ethnicity on that ability. The Ss for the 1st phase of the investigation were 108 4-, 5-, and 6-yr-olds placed in preschool and primary grade programs. For the 2nd phase, only 55 gifted children were considered. In this group, there were 32 Whites, 5 Blacks, and 18 Hispanics. The analogical reasoning performance of 55 gifted Ss was compared with the performance of 53 nonidentified Ss. The Test of Analogical Reasoning in Children (P. A. Alexander et al; see record 1988-19649-001) measured Ss's ability to solve geometric analogy problems. Gifted Ss outperformed nonidentified Ss on the geometric analogy task. Within the gifted group, the effects of gender and SES were nonsignificant, but performance differences existed between the White and Hispanic groups. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Designed and tested a bilingual version of the Khatena-Morse Multitalent Perception Inventory to measure multitalent perception among 77 Malaysian students (mean age 16.1 yrs) in Grade 10. Test-retest reliability and criterion validity indices for the Malaysian bilingual version were average to high, suggesting that the Inventory was suitable for assessing multitalent perception as well as giftedness in various areas of talent. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Summarizes research into the issue of problem finding (PF), focusing on the different kinds of PF, relationships with intrinsic motivation and interest, and techniques for the classroom. The creative component of giftedness is related to PF skills, as well as problem solving. The distinction between problem identification and problem definition is clarified. The limits to divergent thinking are discussed. Problem solving should be approached more naturally, as opposed to breaking it into various stages. PF is important to many creative performances, though perhaps not all. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Two experiments, involving 16 average students and 21 university students, respectively, investigated the relationship between giftedness and strategic flexibility using cognitive training methodology. Ss received instruction in the following elements of metacognition: knowledge about problems, knowledge about strategies, and knowledge of when and how the strategies should be applied. Ss' problem-solving performance was then assessed. Results show that the metacognitive training influenced strategic flexibility and metacognition of the Ss. Findings also indicate that it was much easier to enhance performance on closed problems than on open problems that called for creativity. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Investigated whether gifted children differ from nongifted regarding the possession and use of toys and whether gifted are less affected by traditional gender roles in these 2 variables. The parents of 286 4th-grade German elementary school students (151 intellectually gifted [65 girls and 86 boys] and 135 children of average intelligence [58 girls and 77 boys]) responded to a list of 30 toy groups. The authors assessed which toys were present in the household and how often they were used by the child. The analysis revealed that only the use of toys typical for boys displayed a mildly significant effect for giftedness. Dramatic gender effects were found: With the exception of the use of athletic equipment and group games, both groups exhibited gender-specific toy possession and toy use to an equal degree. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Explored estimates of the percentage of gifted and talented persons in the population. 341 adults were asked their estimates; for half of them the target concept was "gifted" persons, while the other half were questioned about "talented" persons. Ss also indicated if they perceived a difference between being gifted and being talented, and if so what was the nature of that difference. Estimates varied greatly between Ss for both concepts; the average estimate was almost twice as large for talented persons (36%) as for gifted persons (17%); the perceived discrepancy was the same even for those Ss (20%) who judged the 2 concepts to be synonymous. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Reviews V. Weiss's article (1993) on the genetic basis of general intelligence and its implications for the structure of the educational system. It is argued that Weiss's definition of general intelligence as the result of a gene locus with 2 alleles is not supported by empirical evidence. Moreover, Weiss's definition of intelligence represents a simplistic explanation of a complex phenomenon. (English abstract) (PsycINFO Database Record (c) 2018 APA, all rights reserved)

Presents results of a previously published study (1982) by the present author on the hereditary components of general intelligence, and discusses implications for the development of a system for the selection and education of highly gifted students. Results revealing 3 specific genotypes of general intelligence with distinct performance differences suggest that integrated instruction is not appropriate. While human genetics does not offer arguments for or against a certain type of school system, the differences in general intelligence should be considered in the development of educational policies. (English abstract) (PsycINFO Database Record (c) 2018 APA, all rights reserved)

Examined variability of prevalence data for the category of gifted and talented with respect to 2 alternative explanations: definitional differences and differences in the application of definitions. State-adopted definitions (from 45 states) of giftedness were analyzed, as were guidelines for student identification procedures. Statistical analyses used in previous comparisons of prevalence data for learning disabilities, behavior disorders, and educable mental retardation were applied to the gifted and talented. This category was found to be no less, if not more, variable than the disability conditions. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Proposes a discrepancy model for the behavioral assessment of gifted children that focuses on the target student's general academic ability, specialized aptitude, academic performance, learning environment, manifestation of gifted behavior, and social-emotional status. Aptitude is assessed with standardized tests of intelligence and achievement and measures of academic performance. This assessment provides data on ecobehavioral variables that maintain and promote the behavior of gifted students; educational decision making regarding the identification of giftedness and placement in specialized services can be based on the student's assessment profile. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Studied 217 gifted young artists (aged 4, 6, 8, or 10 yrs) from a cognitive-developmental perspective and found that, in ability to render perspective, there are age-related trends that are similar to those of children with average ability. Flexible and elaborate use of these perspectival abilities is apparent in the work of the gifted Ss. Artistic abilities other than perspective appeared to be less influenced by development, showing advancement for some gifted Ss. Individual differences in manifestations of giftedness were also found. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Investigated 3 issues: whether gifted and nongifted children differ in their self-concepts, the effects on the self-concept of labeling the child as gifted, and effects on self-concept of placing a child in special programs for the gifted. The authors discuss theoretical and methodological issues associated with the self-concept and giftedness constructs. This is followed by a meta-analysis of studies bearing on the 3 issues. Two types of studies are reviewed: (1) cases where gifted and average students are compared in terms of the self-concept and (2) studies in which gifted children are exposed to differential programming and the effects on self-concept explored. The studies indicated generally higher academic self-concepts for gifted students, but otherwise the results of the investigations were highly variable. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Reviews the most recent research on divergent thinking and serves as an addendum to M. A. Runco's (1991; see also PA, Vol 80:34) previous reviews. Several new assessment techniques are examined, including those using either lenient or stringent solution standards, those relying on ideational pools (examinees' total output of ideas), and those involving qualitative aspects of ideation. Recent research (e.g., S. M. Okuda et al; see PA, Vol 78:27045; J. K. Sawyers and N. C. Canestaro; see PA, Vol 78:2821) showing moderately high predictive validity coefficients is also reviewed. The role played by evaluation and valuation in the divergent thinking process is outlined, as is the role of problem definition and problem identification. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Presents an investment view of creative giftedness (CRG); discusses identification of the gifted; and addresses the resources necessary for CRG, the interaction of resources, and the domain specificity of CRG. The investment concept suggests that individuals must attempt to "buy low and sell high" to achieve creativity. In other words, they propose ideas that initially seem odd, out of sync with the ideas of others. Over time, however, these gifted individuals bring these ideas to fruition, convince other people of the worth of their ideas, and then metaphorically sell the ideas when these ideas are at a "high price." They then move on to the next novel idea. To buy low and sell high, one needs a combination of 6 resources that function interactively: intelligence, knowledge, style of thinking, personality, motivation, and environment. Each of these resources and its role in CRG are described. (PsycINFO Database Record (c) 2016 APA, all rights reserved)