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The aims of this research were to investigate the possibilities of developing the cognitive and creative abilities of recognized gifted children, and also of raising the development of "ordinary" children up to a level of giftedness. This experimental work, based on L. S. Vygotsky's Dynamic Theory of Giftedness, involved special procedures and an experimental curriculum designed to overcome children's psychological barriers to learning. Five school classes were involved: 3 experimental classes, 2 of these gifted, and 1 of average-ability children. Two control classes were taught by conventional methods. Comparative assessments were made for 6 yrs between all the children, regarding cognitive development, creativity, and social giftedness, revealing considerable undeveloped potential of ordinary children. Major factors influencing IQ changes included the differences in psychological mechanisms to overcome barriers to learning. Due to the experimental psychological curriculum, not only did all the children's cognitive abilities increase, but their creativity did, as well. Hence, these new diagnostic and developmental procedures were found to be effective, demonstrating the high practical value of the Dynamic Theory of Giftedness. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Discusses the possibility of differentiating between giftedness and talent in the context of the difference between a concept and a term. The use of both words (synonyms) for one psychological concept is common. Current views on this matter converge on understanding giftedness to mean a multidimensional phenomenon, a phenotypical characteristic of man, and even more frequently, every individual's own characteristic. The author sketches the most important areas on which giftedness research should concentrate (heredity, structure and types of talent, identification and development, social environment, education, development of giftedness, talents of the disabled and implicit theories). The author also discusses forms of education of gifted children (from integrated to segregated) and the mutual relationship between science and practice. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Giftedness—defined in this article as intellectual precocity—is a topic imbued with many myths. This article explores giftedness within a psychodynamic developmental framework. Gifted development is discussed in terms of drive, ego functions, object relations and self experience. Topics include the history of giftedness, the gifted infant and preschoolers, the gifted school age child, and giftedness in male and female adolescents. Interpretative sources include personal observation and published literature. A continuing theme is the importance of providing high expectations and stimulation with caring and support in both the home and school environments. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Although there have been some attempts to define mathematical giftedness, there is no generally accepted definition in a mathematical way. A formal definition, though, would be extremely difficult to formulate since mathematical giftedness becomes apparent in many different ways and at different stages of age and knowledge. But in order to be better able to discuss mathematical giftedness, this paper presents several subjective ideas on the identification and promotion of what we call mathematical giftedness, taken from more than 30 years as a teacher and a trainer of teachers. Hints and references to situations where gifts or special interests in mathematics are detectable are offered. One aim is to present observations and analyses which may provide a better understanding of mathematical gifts which may be helpful in teaching. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

On the basis of findings from the expertise research, the authors discuss 3 reasons for the deficits of giftedness research in the field of vocational training: the emphasis put on general giftedness factors and the insufficient attention paid to the domain specificity of exceptional performances and to the course of expertise development. As a consequence, a giftedness model is suggested that combines the traditions of giftedness research with those of expertise research. In addition to a person's internal performance dispositions, favorable personality characteristics, and environmental features, the authors primarily focus on the active learning process where domain-specific expertise is acquired. Consequences for practical diagnosis and the advancement of gifted persons in the vocational area are considered. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Presents the initial results of a longitudinal research program intended to explore the characteristics of the development of giftedness in 149 children aged 5–6 yrs, including how to identify giftedness in childhood, what types of giftedness can be selected, and what the age characteristics of development of giftedness are. The purpose of the first part (year) of the study was analysis of the levels of intellectual and creative development of children under school age by means of study of empirical data (parents' and teachers' opinions, observation data, results of analyses of children's creative works) and psychological testing. The second part of the research included testing. Children's level of intellectual development was determined using the Stanford-Binet Intelligence Scale. Result show that Ss' display of creative and intellectual potential depends on personal characteristics and that it is uneven. The chosen method of study also made it possible to identify children with a high level of giftedness. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Discusses the personality trait approach in the psychology of giftedness and creativity. The personality trait approach can be defined as concentrating on the identification, measurement and description of noncognitive personality characteristics of gifted, creative and talented individuals (e.g., motivation, emotion, and character). It is argued that further fruitful investigations of the nature of intellectually creative giftedness require a certain change in researchers' attitudes to the topic. This change would be connected with a fundamental re-examination of the basic question of the nature of giftedness. It is argued that psychologists should seek the answer, not to the question, "What is giftedness?" (the essence of the personality trait approach), but to the question, "What is giftedness as a fundamental psychological property underlying observable traits?" (PsycINFO Database Record (c) 2016 APA, all rights reserved)

In contrast to intellectual giftedness reflected in high academic performance and often measured by IQ tests, there is growing recognition that other forms of giftedness exist. This paper focuses on creative giftedness, defined as high potential to produce work that is original and context appropriate. After a brief introduction to the psychological basis of creative giftedness, the role of school context in the development of creative potential is highlighted. Then an empirical study suggesting that creative potential is influenced by educational context is presented; pupils attending traditional and Montessori schools in France were compared on a set of creativity tasks in both the graphic and verbal domains. Cross-sectional and longitudinal analyses were conducted as children were seen at two measurement occasions, with approximately one year delay. Results indicated greater scores on measures of creative potential for children in the Montessori context. The discussion situates the results in a broader context of issues concerning the development of creative giftedness through education. (PsycInfo Database Record (c) 2020 APA, all rights reserved) (Source: journal abstract)

Reply by the current authors to the comments made on the original article (see record 2012-16824-002). The commentaries to our target article Towards a systemic theory of gifted education differed in their assessments of the various arguments we put forward. Of the more than 40 responses to our target article, 27 responses were chosen as being representative of all commentaries. We grouped the responses according to the main points in our target article, including our claims that current approaches to gifted education are ineffective, current models of giftedness are generally flawed, and systemic models of giftedness represent an advancement in the way that giftedness can be understood. Next, we outlined a systems approach to gifted education, based on the actiotope model of giftedness as its theoretical foundation. Finally, we argued that the systemic theory of gifted education represents a paradigm shift in the way we view the development of exceptionality. (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 and Phillipson provide a timely, thought-provoking critique of traditional approaches to gifted education. For a long time, the field has searched in vain for the Holy Grail of giftedness. Alas, the essentialist assumption fails because giftedness does not have a single essence that holds its identity, unity, and continuity. Reification of the construct as an entity sitting in the head significantly narrows our vision of what constitutes human potential for excellence. To maximally realize human potential, it is important to reconceptualize giftedness as contextually and dynamically shaped through learning and development in a complex, reciprocal interaction of the person and the environment. Ziegler and Phillipson show us how it might be done. Although much is yet to be spelled out, some principles can be laid out. Too much time and resources are expended on futile attempts to figure out a gold standard or a litmus test for an unfailing determination of who are “gifted”. We should look at the current performance and proximal behavior of a child in deciding what kinds of education provisions are appropriate for the child instead of seeking the Holy Grail of giftedness and using the abstract notion of aptitude such as general intelligence or generic giftedness to guide policy and practice. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Comments on an article by Albert Zieglera & Shane N. Phillipson (see record 2012-16824-002). As an alternative to the current paradigm of gifted education, Ziegler and Phillipson proposed a systemic approach and argued that factors in the current mechanistic model of giftedness are not good predictors for exceptionality. They pinpointed that a single factor identified as an indicator of giftedness, ineffective measures, inappropriate context, and over-reliance on products make it futile to maneuver appropriate educational practices for gifted population. Their perspectives have raised some important issues in understanding the theoretical framework of gifted education. First, Ziegler and Phillipson assert that the systemic approach deals with the wholeness of giftedness without scrutinizing its components and that its main feature is in interactions between individuals and environments. However, crucial roles of environments have not been dismissed in the mechanistic perspective, either. Nonetheless, individuals’ active involvement in developing giftedness and recognition of various modes of outstanding behaviors within the system are the noticeable features of this proposed model. It is also promising that persons within the system are committed to their gifted actions, which would be changeable via interactions with environments.Hopefully, the systemic approach would be instrumental in stimulating diverse forms of giftedness, often unrecognized by traditional approaches, and producing gifted behaviors conducive to the society as well. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

This article reviews seven different theories of giftedness that include creativity as a component, comparing and contrasting how each one conceptualizes creativity as a part of giftedness. The functions of creativity vary across the models, suggesting that while the field of gifted education often cites the importance of creativity, the conceptualizations of creativity differ depending on the particular theory. The various models of giftedness can be interpreted from the context of current creativity research because certain elements of these conceptualizations can be found in social models, the evolving systems approach, and the domain-generality debate. An integrative perspective of creativity research reveals that some models of giftedness are more comprehensive and consistent in terms of the creativity literature. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

This article describes five values attributed to giftedness. The ascription of values to this phenomenon resembles values attached to gifts in gift-giving processes. Whereas gift-giving often includes expectations of reciprocity, each gift possesses a numerical, utility, social, personal, and intrinsic value. Developmental models of giftedness and educational thinking reflect these values. Within prevailing models, the utility value of giftedness reigns. Its numerical value comes second. Social and personal values play a considerable role, yet the gift's intrinsic value is almost absent. This finding leads to the conclusion that the value attribution is unbalanced. This article suggests turning to dynamical-systems approaches, which might balance the value attribution to giftedness. It could expand valuations with the idea of a genuine gift, not requiring reciprocation. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Child development involves the process of mastering cultural tools, which modify relations with the world and provide the means to act on the self. A sign is a universal cultural tool, but these tools are not the same for all ages. The problem of specifying development becomes one of finding the tools that children use in their activity. Capacities (as opposed to knowledge, skills or habits) have a meaning that lasts for life. One type of capacity is to find the qualities of the world using sign tools and modelling. A second type is to express attitudes to reality using symbolisation. Childhood activities provide a special space for the development of capacities. Researchers have identified two types of situations in which capacities develop. In the first, children learn to identify natural phenomena through observation and the use of sign tools (modelling). In the second, children use symbolic tools such as painting, dancing and stories to understand these phenomena and express their attitudes towards them (symbolisation). Regulation of children’s actions happens in three ways. The first uses sign tools and involves the adoption of cultural standards. The second uses symbolic tools and involves expressing an attitude towards events. The third uses both sign and symbolic tools and involves transforming reality in a personally meaningful way. These three ways of regulation give rise to three types of cognitive capacity; normative, symbolic and transformational. Coaching children in the run-up to school entry results in predominantly ‘normative’ capacities. The problem of giftedness is related to the problem of capacities. Giftedness is related to the development of capacities in preschool rather than to specific knowledge, skills or habits. This analysis solved the problem of intellectual and creative giftedness being poorly correlated, but raised the further problem of how to influence the development of giftedness. A total of 17 preschool children, 10 of whom were identified as intellectually gifted, were followed for two years. An intervention supported the mastery of figurative tools. The results of testing supported the analysis of ‘capacities’ as underpinning the development of giftedness. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

This article provides a definition of giftedness that is useful across all domains of endeavor and acknowledges several perspectives about giftedness on which there is a fairly broad scientific consensus. The article summarizes what we have learned about giftedness from the literature in psychological science and suggest some directions for the field of gifted education. Throughout its history, the field of gifted education has been troubled by a lack of agreement on a definition of giftedness. Outstanding performance is almost always judged relative to others in one’s peer group. Increasing the number of individuals who make path-breaking, field-altering discoveries and creative contributions by their products, innovations, and performances is the aim of proposed framework for gifted education. (PsycInfo Database Record (c) 2020 APA, all rights reserved)

The focus of this study was on gifted adults' perceptions of multigenerational giftedness in their families. Participants have been surveyed annually since their high school graduation in 1988. The purpose of the longitudinal study is to gain insight into the career and life development of gifted individuals post-high school. For the present follow-up study, data were collected via the Internet and mailed surveys and analyzed by a 5-member research team. Participants reported their perceptions of whether or not their parents and children were gifted and the areas of giftedness. The number of participants who perceived both parents to be gifted was roughly equal to those stating that neither parent was gifted. Areas of perceived giftedness differed between mothers and fathers. The majority of participants identified at least one of their children as gifted. Specific areas of giftedness perceived in participants' children and parents are described. Implications of the findings are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

The concept of intellectual giftedness has had a long history in the literature of psychology and education. However, though the existence of the phenomenon underlying this concept has never actually been disputed, there are multiple ongoing debates regarding its definition, methods for its identification, and subsequent programming. This essay is conceived to contribute to the discussion on intellectual giftedness and to provide a global context for the other articles in this issue. The essay is comprised of three major parts. First, we review the defining terms, contexts and theories historically and currently applied to the understanding of intellectual giftedness. Second, we comment on models used to identify it. Third, we discuss the major influences that directly shape the treatment of giftedness in a number of international settings. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Is it possible to identify the specific characteristics as well as the scope of the phenomenon of demands concerning giftedness? The author presents and comments a set of data reflecting the activity of a Parisian consultation center over two separate years: 2004 (12% of the demands concern giftedness) and 2006 (11% of the demands concern giftedness). The psychometrical investigations are based on the Wechsler Scales (WISC-III; WISC-IV). The percentage of demands related to giftedness is quite high as compared to other motives. It mainly concerns children who do not show what are called “very superior” intellectual abilities. The development of certain social stereotypes could be an explanation. (PsycINFO Database Record (c) 2018 APA, all rights reserved) (Source: journal abstract)

Reviews the book, Gifted children: A guide for parents and professionals edited by Distin K. Jessica (2006). This book is an informative exploration of the gifted mind and the social and emotional needs of gifted children and their families. The subject matter is inevitably biased towards the problems that gifted children may experience. The authors acknowledge this as a limitation and do well to contextualize it. This is not an academic text that discusses the breadth of giftedness, it is clear from the outset that the knowledge presented is limited to specific types of giftedness, according to the experiences of the contributors. As an edited text, this book has a number of contributions from highly experienced individuals with specific areas of expertise. Part 1 explores some of the characteristics and emotions that gifted children often share, exploring what it means to be typically gifted and the impact that giftedness can have on a family. Part 2 provides an opportunity for individuals to speak on their particular areas of giftedness and to consider the needs and challenges specific to various forms of giftedness. Finally, Part 3, written collaboratively, concludes by reinforcing the key topics of self-acceptance and communication. The text certainly provides a useful introduction for parents and offers them a platform from which to communicate their gifted child's needs. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

This study examined the self-perceived intelligences (multiple intelligences, emotional intelligence, and successful intelligence) of 498 Chinese gifted students in Hong Kong. Based on the associations among perceived intelligence scores, three dimensions could be distinguished to describe giftedness and could be interpreted as global giftedness, socioemotional giftedness, and artistic giftedness. Using profiles of perceived intelligences, students could be classified as falling into four clusters of supersmart students, socioemotionally gifted students, modest gifted students, and artistically gifted students. The supersmart students engaged in more activities related to leadership and creativity than the other clusters of students, with the modest gifted students reporting the least engagement. The supersmart students, however, were rated by teachers as less emotionally mature, showing less concern for others, and more likely to have behavioral conduct problems than the socioemotionally gifted students. Implications of the findings for conceptualizing giftedness and working with different groups of gifted students are discussed. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)