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Presents the bivariate normal probability distribution as a method for estimating the prevalence of giftedness. The bivariate model requires the specification of 2 cutoff values for 2 selection variables and information regarding the size of the correlation between variables. The use and interpretation of bivariate estimates of the prevalence of giftedness are discussed. (2 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Reviews several areas of emphasis involved in counseling the gifted: understanding giftedness, problems with peer relationships, and coping with a lackluster school environment. A list of what is not yet known about gifted children (e.g., how to best define giftedness, how to "invite" students to want to learn to their maximum potential, what is the most effective form of guidance for the gifted) is included. (21 ref) (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Discusses giftedness as defined as a sociocultural phenomenon, the relationships between labeling and expectation, giftedness as a deviation from normality, and the problems of parents of gifted children and their membership in parents' organizations. The relationships among intelligence, achievement, and environment are discussed, and proposals for identification procedures and educational provisions are presented. (English abstract) (37 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Discusses (1) developing staff sensitivity to the existence of gifted students who are also handicapped, (2) formulating an identification process that will not allow the weaknesses of children to mask their giftedness, and (3) developing a transdisciplinary team approach composed of regular class teachers, special program teachers, and gifted program teachers all working together with parents in creating an individualized educational program for each child. Within the identification process a major new element is the Teacher Observational Item list, which contains 7 generally accepted indicators of giftedness that do not appear to be influenced by a diverse culture, disadvantaged background, or handicapping condition. (15 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Argues that there are certain unavoidable pitfalls in accepting the belief that giftedness can be defined by 3–5% of the normal curve. The 1st pitfall is that the belief that giftedness and IQ are one and the same. A 2nd pitfall emanating from the 3–5% approach is that the gifted are likely to be viewed as a fixed population, one that always can be preselected for special services. This almost universal practice of preselection effectively closes the door to all other students and says, in effect, that no matter what kinds of outstanding abilities a nonselected individual shows, any special program assistance will be refused. (18 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Discusses the theoretical bases of the notion of creative giftedness, and considers developmental stages in the realization of search activity in childhood. The main structural components of giftedness are listed: cognitive motivation, problem finding and problem solving, original decision making, forecasting and anticipation, and creation of ideal standards. (English abstract) (0 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Searched 4 databases to locate articles on giftedness published in the US between 1975 and 1986 and identify trends in research in giftedness. 2,680 citations were found, of which 870 were research articles. The nonresearch literature was concerned with curriculum quality and program development, while the research literature was more concerned with student characteristics and identification measures. The most common research designs were causal-comparative, followed by correlational and case study, and the most frequently researched group was elementary-aged children. A significant percentage of the research was conducted by doctoral students and exists as unpublished dissertations. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Describes cognitive psychology models for diagnosing giftedness within the framework of the correlations and components approach. General characteristics (e.g., research questions and methods) of empirical cognitive psychology approaches to giftedness are discussed, and results of studies on various cognitive processes and abilities of gifted individuals are reviewed. These studies focused on procedural thought processes, verbal and quantitative problem-solving abilities, inductive reasoning abilities, spatial abilities, and divergent–convergent problem solving. (English abstract) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Discusses problems in the identification of disadvantaged gifted children resulting from the ability–achievement discrepancy in this population group. A model for the diagnosis of giftedness is presented that includes consideration of all the personality, family, physical, developmental, environmental, and chance factors that can undermine the development of giftedness. (English abstract) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Presents a single-case analysis of a gifted, troubled elementary school-aged girl that illustrates the close interaction between personality characteristics and social factors in the development and expression of giftedness. The case description includes assessment procedures and results as well as counseling interventions and outcomes. In addition, the present author's (1985) triadic interdependence model of giftedness is described. (English abstract) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Surveyed 295 9–15 yr old students participating in summer programs for the academically gifted and artistically talented to explore their conceptions of giftedness and talent, their recollections and interpretations of earlier labeling experiences, and their perceptions of others' reactions to their being labeled gifted or talented. Findings suggest that these Ss have highly favorable views of themselves and of gifted and talented students in general. They believe that giftedness can be attained by hard work, and that gifted and talented students are not very different from others. Most perceived others as treating them either no differently than others or more favorably. Only a minority reported negative reactions from peers. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Describes the psychometric approach to the identification of giftedness, reviewing methodological issues, data sources, measurement instruments, and concrete decision-making and identification strategies. Theoretical implications of the trait-oriented definition of giftedness are discussed, and a general model for identifying and promoting giftedness is described. (English abstract) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Proposes a subtheory of intellectual giftedness based upon the centrality of insight skills in giftedness. It is argued that insight involves not 1, but 3 separate but related psychological processes—selective encoding, selective combination, and selective comparison. The products of these operations are referred to as "insights" when the basic clues are encoded, combined, or compared in nonstandard, and even highly novel, ways. The theory was tested with 4th-, 5th-, and 6th-grade normal and gifted Ss. In Exp I, gifted and nongifted Ss were either precued as to what information in each of a set of insight problems was relevant for problem solution, or not so precued in a test of selective encoding. In Exp II, selective combination in insightful problem solving was tested in 74 gifted and nongifted Ss, who received mathematical insight problems presented either in the standard format, or with cuing intended to facilitate selective combination processes. In Exp III, the role of selective comparison in insightful problem solving was assessed, with Ss receiving 2 different example problems prior to receiving the insight problems. Results of all 3 experiments support the subtheory of intellectual giftedness. The development of a training program for 4th-, 5th-, and 6th-graders based upon the tenets of the subtheory is described. The program consisted of direct instruction, group-problem solving, individual problem solving, and games. The results suggest that insight skills are at least somewhat trainable. (5 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Examines several definitions of the concepts giftedness and talent, particularly those of J. S. Renzulli (1979) and S. J. Cohn (1981). Criticism of their models leads to a proposal for differential definitions, where giftedness is associated with skill domains that underlie and explain exceptional performance in different fields of activity. An individual can be gifted without necessarily being talented, as attested by the phenomenon of underachievement. However, the inverse is not true. Several factors, such as motivation and environment, which act as catalysts for actualization of giftedness in specific talents, are discussed. (29 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Defines notion as a reflection of objective reality; selected principles of Marxian psychology are used in this definition: historicism, the unity of mind and activity, the mutual quantity–quality relation, and the dialectic unity of opposites. Using this definition, the author discusses talent and giftedness. In contrast to aptitude and ability, which can be developed, giftedness is viewed as a complex of stable internal conditions of activity and a functional substructure of personality. Various proposals for distinguishing talent from giftedness are reviewed, and the author concludes that the 2 terms are synonymous. (Russian abstract) (41 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

As the education for gifted students should be an integral part of a quality educational program for all students, it is important that the identification of gifted students be part of an ongoing comprehensive guidance program that is equitable and accurate. Many current identification procedures commit elementary psychometric errors. The present paper draws attention to some of these errors, and suggests improvements that can be effected. No method of selection can ever be perfect, so that identification policies must be permeated by a sensitivity for students' self-respect. Issues covered apply to the identification of giftedness in all its facets, but examples are drawn primarily from the identification of academic giftedness. Specific issues include the choice between predictive validity and social justice, methods for making teacher's assessments usable, and some misconceptions concerning giftedness. (14 ref) (PsycInfo Database Record (c) 2024 APA, all rights reserved)

Defines the terms talent and giftedness from the viewpoint of functional systems theory. It is contended that this approach may become the basis for the emphasis of individual talents and their classification. This approach enables the assimilation of complementary approaches to the problem of defining giftedness and makes it possible to formulate goals for the problem's physiological study. (30 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Presents the differential guidance for gifted (DGG) model for use in determining individual counseling plans for gifted students. DGG represents a proactive, mental health approach that deals with problems but focuses on processes. Type of giftedness, SES, family value orientation (VO), and the grade/developmental levels of the child are variables used for determining guidance and counseling procedures for the gifted child. Categories of giftedness that differentiate treatment include academically gifted, highly creative, gifted females, talented, culturally diverse, disadvantaged, underachieving, physically handicapped, learning disabled, and emotionally disturbed. The SES variable is divided into high, medium, and low to help point out essential differences in family orientation that may provide a counselor with information about the child's experiences and general attitude toward life. VO is also divided into high, medium, and low, as the value families put on education can profoundly affect the child's performance. The developmental stage/grade is important for the selection of the appropriate strategy for the particular period of the child's growth. Some specific, differential needs of each category of giftedness in the DGG model are examined, and types of services, special factors in identification, and counselor intervention are discussed. (65 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Suggests that problems associated with giftedness cluster around 3 primary areas: self-perceptions, perceptions of others, and personality traits/external factors. Parental response to the gifted child may be problematic, including anxiety/guilt, denial, ambivalence, disagreement between parents, and overinvestment. Family relationships may be affected in the areas of tempo of family interactions, family system makeup, sibling self-perceptions, and collective attitude toward the giftedness. Counseling strategies include a family counseling modality, exposing myths about giftedness, clarifications of family expectations, and developing educational strategies. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Discusses research on the relation of metacognition to giftedness. At Yale University, R. J. Sternberg (1980, 1983, 1984, 1985) and his colleagues have developed an original "triarchic" theory of intelligence and a subtheory of insight. It is maintained that interactions among the elements of the triarchic theory explain giftedness. The question of whether giftedness is a subset of intelligence or vice versa remains controversial. (PsycINFO Database Record (c) 2019 APA, all rights reserved)