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Investigation of the essence of intellectual giftedness requires study of unknown or little known phenomena such as intellectual intentions, which can be considered the highest level of manifestation of the intellectual potentials of a personality. Intellectual intentions can be defined as subjective, internally developed standards of performance and norms of intellectually creative behavior (e.g., feeling of direction, beliefs, preferences). Intellectual intentions are explored in (1) the example of fulfilled intellectual giftedness in the Russian scientist V. I. Vernadsky and (2) the example of development of intellectual giftedness in 3 gifted, creative, and talented male 15–16 yr old students in physics and mathematics. Data show that the mind work of these persons was determined by subjective, internally developed standards and orientations (i.e., intellectual intentions). (PsycINFO Database Record (c) 2016 APA, all rights reserved)

This special issue of High Ability Studies is devoted to contexts that support talent development. While numerous conceptions of giftedness consider the role played by the environment for talent development, most of these conceptions nevertheless viewed giftedness itself as an individual attribute. Newer approaches have, however, begun to fundamentally alter this view: The environment and learning contexts are not only important for talent development, but they also make up an integral part of what giftedness actually is. Plucker and Barab (2005), for example, have called for investigating “gifted transactions” (p. 210) rather than gifted individuals. In a similar vein, Ziegler (2005) defined giftedness as the property of a system made up of the individual and his or her environment. The articles assembled in this special issue emphasize different perspectives of the relevance of learning environments. The first three contributions present empirical studies on the relevance of learning contexts in general and in different cultural settings. The following two articles discuss important implications of current research for the establishment of supportive learning contexts at school. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Reviews the book, Giftedness 101 by L. K. Silverman (see record 2012-34354-000). In this somewhat scattershot but well-meaning short book, Linda Kreger Silverman is on a consciousness-raising mission, attempting to improve awareness of the experience of gifted children, who she contends have often been left out in the cold by educators and research psychologists. She argues that, if psychologists are committed to social justice for those with intellectual disabilities, they should be similarly supportive of those with particularly high abilities, who are also subject to discrimination, misunderstanding, and bullying. Perhaps unintentionally, the part of the book that is most convincing that something is amiss in psychology's treatment of the intellectually gifted is the reference section. A further purpose of the book is 'mythbusting'. Intelligence researchers will appreciate Silverman's debunking of several of the stultifying untruths that surround our discipline along with her forceful defense, and detailed explication, of the use of IQ testing to identify and assess giftedness. Finally, Silverman's assertion that "giftedness is not elitist" does not chime with the reality that societal and cultural elites are highly likely to score well above average on IQ tests—that is, in meritocratic systems the gifted already tend to rise to the top. Whether or not giftedness currently "cuts across all socioeconomic, ethnic, and national groups", if we followed Silverman's advice and gave gifted children from all backgrounds the support and resources they deserve, we might expect even more 'elitist' results in the future, as more of the elevated positions in society become occupied by those with high ability and their children, to whom they will pass on their high-ability genes. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

In this paper we suggest that instruments of neuro-cognitive research enable the evaluation of giftedness in mathematics. We start with a literature review on the related topics presented so as to situate our suggestions within the existing research on giftedness and excellence in mathematics. This literature review allows us later to discuss our findings, which are based on neurocognitive data collected in a large-scale multidimensional examination of mathematical giftedness. Sampling procedure in the study was performed based on two orthogonal (in our view) characteristics: general giftedness (G) and excellence in mathematics (EM). In this paper we present findings that lead to a definition of the mathematically gifted population. We present selected results to provide evidence for our findings. In this paper we demonstrate three major findings: A. Effects of G and EM factors are task-dependent both in behavioral and neurophysiological measures' the EM factor has significant main effects on tasks that require implementation of knowledge familiar to students from school mathematics. By contrast, the G factor has a significant main effect on insight-based problems which are not part of the school mathematical curriculum and, thus, require original mathematical reasoning. B. Mathematical performance in gifted students who excel in mathematics (G-EM students) on insight-based tasks has specific characteristics in both behavioral and electrophysiological results. C. G-EM participants exhibited superior performance in all the tests, showing a constant neuroefficiency effect. Based on these observations we suggest that mathematically gifted students are those who are both generally gifted and excel in mathematics. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

This editorial discusses, the papers on the theme of new approaches to conceptualizing and assessing giftedness. The current issue adds an additional five papers to this special focus. The first paper of this issue, explores the domain of mathematics. The second paper, analyses the highest levels of performance (top positions) through the lens of mathematics. The third paper also targets mathematical giftedness. The fourth paper, details the development and validation of a self-report instrument to measure the intelligence. The final paper also reports on the validation of an instrument for the measurement of giftedness. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Reviews the book, The development of giftedness and talent across the life span edited by F. D. Horowitz et al. (see record 2009-00231-001). The book is organized logically by developmental period and divided into five sections: 'Infancy and Early Childhood,' 'Childhood,' 'Adolescence,' 'Adulthood and Later Years,' and 'Life-Span Perspectives: Understandings and Implications.' The book is best suited for researchers and educators and would not necessarily be accessible to the lay reader or parent of a gifted child. The book addresses the specificity of talent and individual differences, that a person's giftedness may be specific to one or more areas rather than a consistent trait across domains. The book also suggests that giftedness flows like ebbs and tides across the lifespan, and a gifted child may not necessarily become a gifted adult. The book places a stronger emphasis on the cultivation and development of talent and the critical need for positive interventions at key points in a gifted person's development. Though the book makes a noble effort toward recognizing giftedness across the lifespan, it does not completely succeed. The preface acknowledges the gaps in the literature and expresses a hope that the book 'will inspire developmental psychologists and others to move the field forward'. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Comments on an article by Albert Zieglera & Shane N. Phillipson (see record 2012-16824-002). Models of giftedness are aimed at creating a picture of aspects which are important for developing a special talent. Approved models of giftedness are based on influencing factors like genetic, environmental and individual orientated variables. But the described models do not focus on the interdependencies of the mentioned variables. Therefore, for Ziegler and Phillipson these approaches are insufficient. They favor a broader view, taking into account interactions between the components of previous models and more, pointing on a variety of possible influences and their interdependencies. The systemic theory offers a perspective on a way of working with one child,honoring her or his special needs, adapting pedagogical actions on a special situation fitting at a certain moment on an individual. The systemic theory of gifted education is closer to reality of gifted education and its multidimensional aspects. At the moment, the actiotope model poses open questions and therefore inspires discussions about the process of development of giftedness. Especially due to the necessity to deal with complex and dynamic systems, the question of controlling the procedures comes up again. It is to credit the authors that they do not exclude influencing factors but encourage the scientific community to take them into account.So it is time to start a discussion about a change of perspective on giftedness. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Comments on an article by Albert Zieglera & Shane N. Phillipson (see record 2012-16824-002). Ziegler & Phillipson (Z&P) have provided a valuable discussion of the identification and development of giftedness under a systemic umbrella, including issues of differing theoretical approaches and efficacy. This commentary considers their discussion within a novel systemic framework that links also individuals and environment,but in terms of interacting information processing systems. Gifted education,in this framework, involves developing interacting systems that give rise to culturally-valuable performances (actions). In this framework, information is all of the matter and energy that makes up the universe. All discrete entities are information processing systems, with processing referring to changes in information. Within this framework, the mechanism that Z&P attribute to Descartes can be utilized in examining component systems and their interactions, with no separation of structure and system (p. 11), or separation of biological and social interactions. This framework may allow comparison of differing approaches to cognition and, as a result to giftedness, through consideration of differing theories, at least where these can be paraphrased in terms of matter and energy interactions, or related emergent properties, and it may be useful for Z&P to consider how their systemic view can be applied to cognition more generally and then to specific results of cognition,such as seen in giftedness. The broad framework here, however, suggests an emphasis on the identification and improvement of culturally-valuable performance,rather than trying to identify giftedness per se. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Contemporary thinking challenges the view that giftedness and high IQ are synonymous. Contemporary thinking also challenges the view that being gifted is something real. A number of authorities in the gifted field advocate a paradigm shift; moving away from emphasizing categorical definitions of giftedness and adopting a talent development perspective. This shift to a developmental perspective advocates that we consider giftedness as the unfolding and transforming of uncanny potential among young children into actual outstanding performance and accomplishments in adulthood. The early identification and ongoing assessment of individuals of uncommon ability takes on a more complex, nuanced, and rich perspective when viewed from a developmental model. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

This issue of High Ability Studies pertains to sex differences and implicit theories among gifted students. The issue particularly focuses on the misconceptions, dogmas and popular views regarding giftedness commonly found among layperson as well as perceptions of giftedness held by parents and implicit theories of creativity held by educational researchers. To conclude, multi-method research studies in particular can contribute a great deal—both to our understanding of the individual constructs and of the differences between gifted students and students of average giftedness as well as to the optimal improvement of educational and gifted-support efforts. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Reports an error in "Communicating love or fear: The role of attachment styles in pathways to giftedness" by Mimi Wellisch ( Roeper Review: A Journal on Gifted Education, 2010[Apr-Jun], Vol 32[2], 116-126). In the original article there was an error in the section "Attachment" on page 117, line 10. The correction is given in the erratum. (The following abstract of the original article appeared in record 2010-08278-004). Although both giftedness and secure attachment are associated with advanced language and good socioemotional adjustment, not all gifted children are well adjusted. This article explores the consequences of attachment style on gifted development and examines whether early trauma can be rectified. The dearth of research on giftedness and attachment has necessitated the review of less direct evidence, including brain research and maternal depression. A partly empirical, partly conceptual picture is drawn to demonstrate that attachment styles can support, reduce, and even prevent giftedness. This is further illustrated by an experiment involving IQ scores that mimics the expected effects of early trauma and insecure attachment on test performance. The article concludes by suggesting that attachment style may contribute to a gifted spectrum. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Reviews the book, The natural musician—On abilities, giftedness and talent by Dina Kirnarskaya (2009). The author of this book explores the concept of musical talent. The book effectively combines findings from neurological and scientific studies with psychological theories and considers the historical development of humans and music from a sociological perspective. In essence, the book discusses specific psychological components that are significant for the development of musical talent and proposes a theoretical model on this basis. Ideas for pedagogy are provided on the basis of the model. Throughout the book, arguments and theorizing are supported by a wealth of studies, highlighting the phenomenal knowledge that the author holds on the topic from evolutionary, historical, psychological, musical and scientific perspectives. The book is divided into six parts. Each part focuses on a concept that the author considers to be an essential ingredient in facilitating talent. The book offers an impressive amount of research data and references on ability, giftedness and talent from different perspectives and opens up discussions on the topic from an alternative theoretical viewpoint. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

The purpose of this paper is to present the results of research in which the Finnish public discussion of giftedness and gifted children, and conceptions of giftedness and gifted children presented in it, were examined. The research was conducted by analyzing articles from the Finnish newspaper Helsingin Sanomat and the teachers' periodical Opettaja, using the content analysis method. The results show that giftedness is seen as multidimensional, and both intrapersonal and environmental contributions are recognized as essential in talent development. The conceptions of gifted children were quite diverse, and gifted children's possible problems were frequently discussed. Moreover, misunderstandings were revealed as well as areas that have not been adequately addressed. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

This editorial provides an introduction to the special issue focusing on current international research on character education and giftedness. The first two articles are discussion articles by experienced experts in the fields of giftedness and character education. The purpose of these articles is to direct and stimulate the future empirical research in these areas. The four articles that follow are research-based empirical studies. The editor concludes by challenging all the authors, as well as our readers, to further explore new horizons in the fields of character education and giftedness. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Fostering creativity among gifted students has become forefront as an important element in Korea’s future economic prosperity. Since the passage of a gifted education act in 2002, all K-12 schools have been developing gifted programs. The first of two studies examines Koreans’ concept of giftedness based on the implicit theory. Three hundred twenty-eight Koreans including scientists, parents, teachers, and college students described their concept of giftedness, which includes intelligence, task commitment, creativity, interpersonal relationship, moral sense, and artistic talent. The second study explores self-reported characteristics of Korean students identified as gifted and whether identification criteria for giftedness miss creative students by emphasizing IQ and achievement scores. One thousand one hundred fifty-four students (469 gifted in sciences, 285 gifted in humanities, and 400 regular students) answered a questionnaire developed from the first study. The results indicate that students identified as gifted tend to have higher intelligence and task commitment than regular students, but tend not to differ from regular students in creativity when compared to Renzulli’s three rings concept of giftedness—above average ability, task commitment, and creativity. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: journal abstract)

The purpose of this study was to replicate and extend Hartnett, Nelson, and Rinn's (2004) study using a sample of preservice teachers in order to examine the potential for the misdiagnosis of giftedness and ADHD. Participants included 132 preservice teachers enrolled in a comprehensive university in the South. A chi-square analysis indicated the suggestion of giftedness influenced the diagnosis of behaviors that can be typical of both giftedness and ADHD, as found in Hartnett et al. Conclusions and implications are discussed. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

Classroom teachers play an important role in the identification of gifted students through teacher recommendations and referrals. This study is an investigation of teachers' theories of giftedness using methods adapted from those used to study theory-based reasoning in categorization research. In general, the teachers in this study focused on traditional characteristics of giftedness and did not tend to include characteristics associated with diverse gifted students in their theories. Comparisons of teachers with greater and fewer hours of training in gifted education showed no significant differences between the groups. However, there was also little consistency among the teachers in their graphic representations of their theories, suggesting that not all elementary classroom teachers define common characteristics of giftedness in the same way. (PsycInfo Database Record (c) 2020 APA, all rights reserved) (Source: journal abstract)

This special issue focuses on the reconceptualization of giftedness. Five papers explore how we define, identify, research, and support gifts and talents. As guest editors, this has been a very exciting project. It began as a symposium at the Canadian Society for the Study of Education in 2008. Our passion for challenging the status quo, questioning what is 'inside the lines' of current definitions of and research into giftedness, and doing so in forms that are themselves 'outside the lines' prompted further exploration and writing. The last two decades of the 20 th century were characterized by efforts designed to encourage the reconsideration and expansion of our definitions of giftedness to allow for the multiple ways in which one can be competent. Now, more attention is directed to cultural influences on valued competencies, factors important to extraordinary competence that move "beyond knowledge" and the role of rich, complex environments in the determination and support of competent behaviors. Intelligence is situated in context, demanding multiple views of giftedness consonant with our pluralistic society and global community, recognition and support of "nontraditional" talents, and multiple representations of what it means to realize and understand competence. One of the issue in this issue paper presents a powerful metaphor for research in gifted education. The experience of swimming 'past buoy lines' provides a poetic basis for understanding how we position ourselves as researchers and how we conceptualize and relate to the constructs which we purport to investigate. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

This article explores the interaction between racial and ethnic identity, racial centrality, and giftedness and then uses an expectancy-value motivation model as a framework for understanding how the interplay among racial identity, centrality, and giftedness contributes to the motivation of African American gifted students. The analysis begins by defining racial and ethnic identity and discussing their relationship to racial centrality. Next, the interactions among racial and ethnic identity, centrality, and some socio-emotional aspects associated with giftedness are examined. An expectancy-value model then provides a framework for understanding how race centrality, racial/ethnic identity, and giftedness influence the motivational patterns of gifted African American students. Suggestions for future research are provided. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

Del Siegle presents his presidential address to the National Association for Gifted Children. In his address, he makes several recommendations for members of the field of gifted and talented education to stand up for gifted education. The recommendations are to do a better job of defining giftedness, talking with children about their giftedness and to be cautious in trying to predict future giftedness. He suggests that it is less difficult to identify students with exceptional skills and talents and provide learning opportunities for them. (PsycINFO Database Record (c) 2016 APA, all rights reserved)