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In this contribution ENTER will be used as a basis to determine which traits can be used to characterize identifications within the conceptual framework of the Actiotope Model of Giftedness. In contrast to alternative conceptions of giftedness this model employs a systemic approach which does not emphasize the identification of persons, but rather the identification of a learning path which leads to excellence. Following a brief overview of ENTER and the Actiotope Model of Giftedness, information pertinent for each step of ENTER will be specified. In conclusion a critical discussion of practical applications based on ENTER will be conducted. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Comments on Sternberg's discussion of WICS as a model for giftedness (see record 2004-10570-002) and discusses whether the WICS model can accurately predict who will develop into an elite level athlete. The current authors agree that the concepts presented in the WICS model are important factors in explaining giftedness across a wide range of domains, however, evaluating a person's wisdom, intelligence, and creativity as the sole indicators of 'giftedness' is problematic because this approach does not consider two more significant factors in attaining high achievement, access to essential resources and commitment. They make the claim that regardless of the level of wisdom, intelligence and/or creativity a person has, if they are not properly committed to perform the thousands of hours of training required to refine their skills, they will not achieve 'greatness', and suggest that further development is required before the WIGS model can be seen as a model of giftedness that can be applied to sport. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Comments on Sternberg's article on WICS as a model for giftedness (see record 2004-10570-002). The current author examines the reasons for the fact that complex models of giftedness seem to be en vogue at the start of this new millennium, and discusses whether the WICS model can offer new insights regarding the nature of giftedness from a cross-cultural perspective. He suggests that if Sternberg is able to theoretically and empirically confirm the three components intelligence, creativity, and wisdom not only with respect to their complementary relationships, but also regarding their different levels of complexity (with wisdom as inclusive, encompassing, and the highest level of complexity), he may accomplish-similar to the coup made by the hierarchical model of intelligence prominent in the English school during the middle of the last century-a 'Quantum leap' in giftedness research. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

The present study examined an implicit theory of giftedness among service Chinese teachers. Participants were 189 second year students (preservice teachers, 74 male and 115 female, average age 20 yrs) from China Central Teachers' University. Participants responded to inventory based on Stemberg and Zhang's (1995) pentagonal implicit theory of giftedness and a simple questionnaire designed to cross-validate two of the five criteria in the pentagonal model. Results indicate that in making judgments about giftedness, participants took into consideration three of the five criteria specified in the pentagonal model excellence, productivity, and value. The excellence and productivity criteria were also confirmed by results from the simple questionnaire. Rarity and demonstrability, the two other criteria specified in the pentagonal model, were not taken into consideration by the participants in their evaluation of giftedness. Implications of these findings are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Individual and age-related factors are closely linked in the phenomenon of giftedness in children. The author introduces the notions of age-related factors of giftedness and age-related giftedness, and focuses on the difficulties of diagnosis and prognosis. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

This study explored the relationships among IQ, perceptions of giftedness, and self-concepts in a sample of 116 Chinese junior secondary school students (aged 12-16 yrs) in Hong Kong. These students, nominated by their schools to join the university gifted programs, were assessed on their IQ, global and domain-specific self-concepts, as well as their perceptions of their own giftedness in terms of their concern for feeling different, their critical attitude in evaluating their own performance, and their experience of high expectation to achieve from their parents. The findings indicated that in general the ways students perceived their giftedness affected differentially global self-worth and specific self-concept domains. While difference concern and critical evaluation affected students' specific self-concepts adversely, high parental expectation had a more positive influence. Self-concept domains related to social acceptance and friendship issues were most strongly and adversely affected. Implications of the findings for interventions to enhance the self-esteem of gifted students through restructuring their perceptions of giftedness are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

This article describes how giftedness can be viewed as developing expertise. The general conception of giftedness as developing expertise is outlined. Then research examples are given that, in conjunction, seem odd under traditional interpretations of abilities but that make sense as a whole in the context of the developing expertise model. It is concluded that this new model offers potential for better understanding the nature of giftedness. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Investigations viewed mostly the intellectual aspects in the study of giftedness. Psychological researches focused on talents, which are measurable with intelligence tests. Many researches focused on the normal development of different abilities, but the development of children with prominent talents and performances, their special characteristics and needs are still not widely known. Only recent studies are interested in abilities and performances, as those are not measurable with intelligence tests. Giftedness can be separated from creative activity or scientific activity. This article below presents the giftedness in the visual arts, music and mathematics and their developmental issues. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

The author defines giftedness (or talent) as a complex of properties responsible for regulating man's activities. He then differentiates between impairment of psychic, physiological and anotomical structures, disorders of the function (health impairment), and handicap (social disadvantage). He goes on to show that giftedness and handicap, as also giftedness and impairment are reciprocally independent and may occur in any combination. He supports this thesis with case histories from his own practice. Finally, he summarizes recommendations for identifying and promoting talent in handicapped children. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

The purpose of this multiple case study was to investigate the emotional and social characteristics of boys who had co-occurring giftedness and %ADHD% as compared with boys with only 1 of the 2 exceptionalities. The participants were 3 boys with ADHD (aged 8–10 yrs) and giftedness and 6 comparison boys with only 1 of the 2 exceptionalities. Data sources included the participating boys, their parents, and their teachers. Data were collected by a team of researchers using parallel forms of a semistructured interview protocol and several rating scales and were analyzed by the team in 4 stages using a variety of qualitative analysis techniques. Findings suggested that participants with co-occurring giftedness and ADHD had difficulties regulating their emotions, problems with peer relationships, and stressed families. Giftedness appeared to exacerbate the social/emotional difficulties associated with ADHD rather than serve a protective function. The findings suggested that ADHD is a risk factor for psychosocial adjustment difficulties in young boys who are intellectually gifted. Implications of the findings for the field of gifted education are discussed. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Five issues about giftedness are discussed. First, the origins of giftedness are explored. The view that giftedness is entirely a product of training is critiqued. There is indirect evidence for atypical brain organization and innate talent in gifted children: Many gifted children and savants have enhanced right-hemisphere development, language-related difficulties, and autoimmune disorders. Second, the intense motivation of gifted children is discussed. Third, it is argued that gifted children have social and emotional difficulties that set them apart. Fourth, evidence for the often uneven cognitive profiles of such children is presented. Finally, the relationship between childhood giftedness and "domain" creativity in adulthood is discussed. Few gifted children go on to become adult creators because the skills and personality factors required to be a creator are very different from those typical of even the most highly gifted children. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

This study was an attempt at furthering previous broad-based analyses of intellectual giftedness and at extending our knowledge and understanding of giftedness, achievement and intelligence in general as well as the youth developmental process and differences for males and females. To do this, 6 groups of 10th grade students were selected from distributions of a large stratified random sample of 1,000 American high schools. Groups were selected based on scores on a highly reliable composite of general intelligence. Samples were created by selecting the top 5%, the top 20%, and the lower 80% of male and female distributions. Indices assessed in the base year (10th grade) as well as 4 yrs following high school graduation were examined. Measures of high school experiences, family characteristics, study habits, social attitudes, future plans, post-graduation activities and self-esteem were assessed, most of which manifested association with intellectual giftedness as well as examinee sex. Results are discussed with respect to their implications for American youth achievement levels, manpower planning, and possible educational interventions. (PsycInfo Database Record (c) 2020 APA, all rights reserved)

Describes a largely neglected kind of giftedness, namely, wisdom. First, the article discusses how giftedness is identified currently. Second, the article presents an alternative view based on a balance theory of wisdom. The theory is described, and it is shown why the theory offers a way of conceptualizing wisdom. Finally, the article concludes that, given the state of the world, we should have a strong incentive to identify and develop wisdom as a form of giftedness. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

When the term gifted is used in casual conversation, it generally is assumed the discussion is about someone under the age of eighteen. Yet the attributes and concerns of the gifted do not disappear in adulthood, and at certain junctures in an adult's lifespan can become critical to an individual's well-being. As adults proceed through various stages of development, they inevitably seek a clearer sense of identity, integration, and purpose. Such tasks are replete with difficulties, particularly for those gifted adults whose drive toward realization is obstructed by mistaken self-concepts. Especially challenging to the counseling psychologist are clients who were identified as gifted children, but now believe their special abilities have somehow expired, who never were appropriately identified as gifted or educated about what giftedness means, and who suffer from anxiety, depression or relationship problems that are unknowingly related to lack of information and support as a gifted person. To further understandings of the nature of giftedness across the lifespan, this article offers a glimpse into the clinical "aha" experience of under-recognized giftedness in adults, and suggests methods for exploring and supporting a reunion with the gifted self. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Various perspectives on scientific giftedness are analyzed with a view to hypothesizing a framework for understanding scientific giftedness. Current assessment of scientific ability overlooks the impact of creativity and components. It is suggested that authentic scientific creativity is a meshing of artistic and scientific abilities. Scientific giftedness is a pericentric phenomenon – where creative abilities from several intelligence fields mesh. Implications for gifted educators include the provision for artistic activities as a contributory factor in successful gifted science programs. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Discusses the concepts of adult giftedness in the context of domain achievement and questions whether giftedness in women is somehow unique. The seemingly inequitable eminence model standard of adult giftedness is juxtaposed against the "relative context" model in which one's achieved potential is compared with members sharing characteristics such as gender, ethnicity, SES, etc. The issues of the psychological needs and unique circumstances facing gifted women are focused upon as they enhance or inhibit their exceptional abilities. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Reviews information from ancient and classic cultures (Western and non-Western) relating to beliefs about the sources of giftedness. The author traces the nature of the "gifted" metaphor that implies that exceptionally promising abilities or aptitudes are inherited, acquired, or given from some source. These beliefs are used to discuss the present concept of gifted individuals and the attitudes people have about serving this population in the school setting. Five themes are identified that should be considered by those who deal with problems in gifted education. These themes are (1) diversity of gifts, (2) source of giftedness, (3) development of gifts, (4) distribution of gifts, and (5) attitudes toward giftedness. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Reviews a formal 2-stage model for dialectical psychology and shows its connection with many facets of Piagetian operations, especially in K. Riegel's (see record 1974-22691-001) formulation of the 5th stage of dialectical operations. In the latter, thought processes pass freely back and forth among those characteristic of the several Piagetian periods. The close connection with several dialectical views of the learning process is studied. Application is made to the enhanced cognitive abilities of the gifted intellect and to an exploration of gifted affect variables. Finally, the manner in which dialectical operations enter into gifted creativity is discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Notes that many reasons have been given for the fact that there are few eminent women: lack of opportunity, sex role stereotyping, and the ignoring of known achievements when they have occurred. However, in addition, the definition of giftedness in terms of eminence has been problematic for women. This paper hypothesizes that women's giftedness has followed unique patterns of development, different from those of men. Most often, women's giftedness has been utilized in empathic relationships and creative connections with others. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Presents a differing perspective on the nature of giftedness. It represents gifted people who do not necessarily excel by society's standards or fit neatly into our culture. Instead, it addresses the phenomenological reality of gifted people who are asynchronous and unusual in development. Topics discussed include adult characteristics of giftedness, the emotional impact of a gifted lifespan, talking about giftedness is taboo, and networking can help. (PsycINFO Database Record (c) 2016 APA, all rights reserved)