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Notes that the development of the feminine appears to be central to the full development of giftedness in both men and women. Patriarchal values have overemphasized the masculine aspect without providing the balance of its feminine counterpart. This article outlines a series of phases in the development of the feminine: bonding, orientation toward others, cultural adaptation, awakening and separation, the development of the conscious feminine, empowerment, spiritual development and integration. The way in which gifted women relate to each of the phases is described. Appropriate therapeutic interventions are suggested for each phase. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Discusses the proposed establishment of a national data bank to serve as a repository for instruments, strategies, systems, and designs used in the identification and evaluation of gifted programs. The purpose of the data base is to allow practitioners to summon information on what other districts are using to assess constructs of giftedness, to obtain information on the qualities of particular instruments, or to allow access to what other districts are doing to identify underserved groups of gifted students. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

A review of the available research indicates that gifted students (GSs) spontaneously utilize self-regulatory learning strategies more frequently than do non-GSs. When trained to use strategies, GSs also use them more effectively and can transfer these strategies to novel tasks. Self-regulation measures may be a useful adjunct in diagnosing giftedness, and self-regulation training may further enhance GSs' academic achievement. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

This letter briefly describes the history of creativity research, the relationship between IQ and creativity (and by implication, giftedness and creativity), and the role of creativity in gifted education. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Differences between the self-perceptions of 62 gifted high school freshmen and 162 nongifted peers were assessed regarding intimacy with family and peers, social support, family responsibilities, self-esteem, depression, and risk-taking behavior. Gifted students perceived themselves as being more intimate with friends, assuming fewer family responsibilities, and taking more risks (both sports- and danger-related risks). Gifted students and their teachers were also administered the Perceptions about Giftedness Scale. Gifted students reported feeling the same as, or better than, their peers about their academic and social skills, and their teachers closely agreed. However, the teachers rated the gifted students as being less happy than the students rated themselves. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Examines the psychological types as measured by the Myers-Briggs Type Indicator (MBTI) of students admitted to a public, residential, magnet high school for academically talented and gifted juniors and seniors. These students are compared to two groups of gifted adolescents and two groups of traditional high school students. The magnet school students are significantly like the gifted students and significantly unlike the traditional students. Gifted students seem to have a particular MBTI type distribution. Discussion focused on the implications of this finding to the education of the magnet school students and other gifted students. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Investigated the transition from formal to post-formal reasoning in gifted adolescents and tested a cognitive developmental model of giftedness. The participants were 40 gifted 12th graders (aged 16.8–18.4 yrs). They completed paper-and-pencil tasks that assessed formal operational reasoning and post-formal reasoning. Participants were individually interviewed for 1 of the post-formal measures. Individual performance and verbal and full-scale Wechsler Intelligence Scale for Children (WISC) IQ scores were made available for all of the participants. Principal components analyses revealed 4 meaningful factors with eigenvalues greater than 1.00. These factors collectively accounted for 78% of the variance and were for the most part consistent with the proposed model. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Examined strategic variability and variability–performance relations in 85 intellectually gifted and 81 non-gifted children (mean age 9.3 yrs) who received 5 trials on an organizational memory task. Children were presented with different sets of categorizable words on each trial and were asked to remember the words for later recall. Four strategies were coded on each trial: sorting at study, rehearsal, category naming, and clustering at recall. Strategic variability was assessed in terms of fluctuation in the use of single strategies over trials, use of different combinations of multiple strategies over trials, and trial-by-trial switches in strategy use. In general, gifted children showed lower levels of variability (or high levels of stability) in strategy use and higher levels of recall than non-gifted children. In addition, stability in strategy use was consistently associated with relatively high levels of recall for gifted but not non-gifted children. These findings confirm and extend research on non-strategic elementary cognitive tasks showing that cognitive stability is a prominent characteristic of gifted cognition. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Focuses on intellectual giftedness, its description, and the nurture of such gifts and talents in the elementary and secondary school setting. Social context and diversity and psychological characteristics of gifted children are highlighted. The article concludes with future directions for research. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Studied the intellectual abilities, creativity, motivation, and other personal features of gifted 1st graders as part of the Moscow Longitudinal Study of Giftedness. Human subjects: 60 normal school-age children (1st graders) (gifted) (experimental group). 60 normal school-age children (1st graders) (control group). Ss were administered a battery of psychological tests at the beginning of the study and as 2nd graders and 3rd graders. Differences in cognitive and personal development (1) between gifted and nongifted Ss and (2) among average, high, and extremely gifted Ss were examined. (English abstract) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Females are still underrepresented in mathematics and the sciences. Recent attempts at explanations assume that the main reason for this fact are motivational differences between the genders determined by the socialization process. In 2 studies the authors measured implicit theories of mathematics and physics teachers on gender-specific giftedness and motivation. A significant part of the teachers still holds to gender related views. 26.5 % of the mathematics and 30.4 % of the physics teachers thought that in their subjects boys were more gifted than girls. Further differences were shown in the kind of further education the teachers would advise their male and female students to take up. Whereas they would suggest the girls careers in education, medicine or philology, they thought that the boys were better suited for the mathematical, scientific, engineering or technology areas. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

An exploratory study of gifted children's understandings of intelligence showed that between the ages of 6 and 12, external indicators of smartness are synthesized with internal factors of feelings and judgments about intelligence. This synthesis becomes more complex with age. At age 12, children's definitions took on an interpretive quality with references to the psychological self apparent. A developmental progression in children's understanding was found which suggests that age is a factor to consider when discussing giftedness with children. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

An explanation is proposed of the underlying mechanisms and nature of extremely early high abilities—prodigiousness. It is suggested that prodigiousness be considered as a consequence of accelerated development especially during sensitive periods, which results in the rapid formation of a child's mental resources into unique cognitive experiences, expressed in the prodigy's exceptional perceptions of the world. Other phenomena in the very young prodigy's development (e.g. crystallising experiences, midlife crisis, asynchrony and/or dyssynchrony) are also interpreted in the light of this conception of prodigiousness. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Explores ways in which giftedness in the early years can be identified and enhanced within the Malaysian educational system by assessing referral screening measures in intellectually gifted children (IQ≥120). There were 5 instruments administered, viz Raven's Sijil Pelajaran Malaysia (SPM), %WISC-R%, School Failure Tolerance, Scale for Rating Behaviour Characteristics of Superior Students, and Parent Checklists. Findings suggest that a minimum score of 46 on Raven's SPM was an effective and efficient cut-off score for screening intellectually gifted Malay children. Using this score, it would refer about 40% of children for the full administration of WISC—R, of which probably, 1 in 3 would be confirmed as intellectually gifted. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

Comments on the article by J. C. Stanley (1997) regarding his research on the identification and long-term follow-up of mathematically precocious youth. Further distinctions among 5 forms of exceptional promise and achievement, including intelligence; creativity; expertise; success; and genius, are presented. The roles of domain and field, the ubiquity of environmental and cultural factors, cross-cultural conceptions, potential markers vs actual achievements, and mathematics as a questionable model for other domains are briefly examined. Stanley's role in launching promising new lines of investigation in the fields of intelligence, creativity, and giftedness is acknowledged. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Studied the relationship between creativity and the ability to cope with psychological stress in young football players. Human Ss: 60 normal male Slovak adolescents and adults (aged 14–18 yrs) (boarding students at a private sports grammar school). Correlations among assertiveness, motivation to compete, motivation to achieve, self-esteem, creativity, grade, and age were analyzed. Tests used: The Urban Figure Test of Creativity (K. K. Urban and H. G. Jellen, 1993) and the Rathus Assertiveness Schedule. (English & German abstracts) (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Considered 2 studies done from constructivist perspectives for their complementarity in understanding the development of gifted young artists. Study 1 used R. Case's (1992) neo-Piagetian theory as a framework and investigated the developmental progression in ability to represent spatial relations in children (aged 4, 6, 8, and 10 yrs). Children identified as gifted demonstrated some advancement in their use of perspective but were distinguished primarily by their elaborate and novel representations of space. An age related progression in acquisition of ability to render perspective supports a general factor in development, whereas abilities unique to the artistic domain support the relevance of including domain-specific characteristics in developmental models of giftedness. Study 2 was done primarily from a structuralist perspective but also incorporated a postformal perspective on the problem-finding and problem-solving behaviors of young artists (aged 13–18 yrs). There was support for age-related domain-general aspects of thought with discipline-specific skills in making multiple comparisons in proportional relations and coordinating multiple perspectives. This finding may be an extension of young children's intrastage elaboration of the spatial structures available to them. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Investigated differences in EEG alpha activity between gifted and average individuals (aged 17–19 yrs). In the 1st experiment, EEG during 2 relaxation phases (eyes closed and eyes open) was recorded. Gifted Ss showed higher EEG alpha power only while resting with eyes open. In Exp 2, Ss solved 2 problems that were divided into phases of problem solving and preparing for problem solving. Significant differences were obtained only for the problem-solving stages. Gifted Ss showed higher alpha power (less mental effort) while solving the 2 problems. Exp 3 investigated whether the lower mental activity displayed by gifted Ss was related to their ability to form more abstract schemata. For that purpose EEG was recorded while Ss memorized lists of words and pictures that either allowed, or did not allow, for classification into more abstract categories. For both types of lists, gifted Ss displayed higher alpha power. The results confirm the hypothesis that the higher EEG alpha power during information processing displayed by gifted individuals may derive from the nonuse of many brain areas not required for the problem at hand. (PsycInfo Database Record (c) 2020 APA, all rights reserved)

Investigated patterns of Wechsler Intelligence Scale for Children—III (WISC—III) IQ subtest scores for 42 gifted children in Grades 4–8. Subtest scatter of WISC—III scores occurred with greater frequency in the gifted sample than for Ss in the test manual's normative sample. Variability from the subtest mean of the gifted was most evident on Similarities, Comprehension, Coding, and Symbol Search. The extent of subtest scatter and its pattern on the WISC—III was similar to typical patterns of highs and lows found for gifted children on the WISC—Revised with one notable exception: There was a marked lack of strength in Block Design, previously seen as a peak subtest for gifted students when assessed with the WISC—R. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Delineates strengths and weaknesses of lower class values that affect gifted women's educational progress. The strengths include experience with perseverance, creativity, and the ability to make do with available resources. Weaknesses include the devaluing of nonmanual labor, isolation, lack of stimulation, and the availability of few role models. Clinical case studies and current literature will be used to clarify the relationship between class and giftedness. The identification of gifted women by their families of origin and the schools and their presenting concerns in therapy are often affected by economic class. (PsycInfo Database Record (c) 2022 APA, all rights reserved)