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Solving a novel problem has recently garnered some attention as a viable alternative to traditional explicit instruction in the preparation of students for learning. This study investigated the effectiveness of introducing problem-solving tasks and worked examples prior to explicit instruction, along with the use of contrast, for gifted and non-gifted adolescents. One hundred and ninety-nine students from academically selective government and Independent high schools participated in this study. The 2 × 2 × 2 research design that was used examined the effects of giftedness (i.e., gifted vs. non-gifted), instruction-type (i.e., problem-solving vs. worked examples), and structure (i.e., high vs low contrast materials) on the learning outcomes of transfer and procedural knowledge. The study also examined the impact of explicit instruction and invention-first instruction strategies on non-performance variables—self-efficacy, extraneous load, experience of knowledge gaps, and interest. The results of the study suggested that invention-first instruction may be more effective than example-first instruction in transfer, and that gifted students may benefit more from invention-first instruction than example-first instruction. The use of contrast materials was not found to affect performance. Furthermore, instruction was found to have no significant effects on the investigated non-performance variables. Collectively, these findings challenge the conventional teaching modality of explicit instruction in gifted education, and puts forward the possibility of the invention-first strategy as an effective instructional strategy for gifted students. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: journal abstract)

In this final essay, we summarize some of the main themes of this special issue of the Roeper Review dedicated to the scholarly and educational contributions of Marcia Gentry. Our goal is to provide a broad sweep of her contributions: Specifics can be found in the individual articles. We cover as themes (a) the term “gifted,” (b) identification, (c) abilities, (d) opportunity, (e) twice-exceptionalities, (f) gifted programs, and (g) systemic failures, followed by our brief conclusions. Marcia was one of the truly great contributors to the field of gifted education, and her legacy will live long after her untimely death. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

This article explores how psychological categories linked to the mental level, such as genius, mediocrity, and intellectual superiority, were directly intertwined with political discourse in the early 20th century. To illustrate this, I analyze El Hombre Mediocre (The Mediocre Man) published in 1913 by José Ingenieros, seemingly as a direct critique of the law for free democratic elections in Argentina sanctioned in 1912. The book’s main argument drew on psychological categories to explain that democracy was, in fact, a poor choice in government. Ingenieros’ main concern was that the population was mostly mediocre and therefore unable to govern or elect a suitable candidate to run the country. One category that stood out in his analysis was the “genius.” This term was reserved for men who demonstrated exceptional intelligence and remarkable morals and ideals. The methodology used in this article is based on the qualitative and interpretative analysis of bibliographical sources (which include books of essays, scientific papers, and books aimed at lay audiences) from the perspective of intellectual history and the critical history of psychology. I argue that Ingenieros’ book served as a political essay founded on a comprehensive scientific explanation, even if it was aimed at a lay audience. This analysis shows the productivity of psychological categories referring to giftedness, intelligence, and talent, in adulthood for assessing political movements and planning new imagined societies through the history of psychology. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: journal abstract)

The representation gap in gifted and talented education poses a persistent challenge in educational systems worldwide. This theoretical manuscript presents the Bull’s Eye Model for Affective Development—Expansion (BEM-e) an innovative framework designed to address this gap. By incorporating elements from positive psychology, the BEM-e aims to identify and nurture traditionally underrepresented students who possess camouflaged gifted and talented abilities. Drawing upon the Engagement, Perseverance, Optimism, Connectedness, and Happiness model (EPOCH), along with measures of hope and metacognition, BEM-e provides a comprehensive approach to talent identification and service. The model emphasizes the holistic development of individuals by considering affective factors, engagement, perseverance, optimism, connectedness, happiness, hope, and metacognition. Additionally, dynamic assessment is integrated during the implementation of BEM-e modules, allowing for personalized and adaptive identification processes. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: journal abstract)

The purpose of the present case study was to conduct a detailed analysis of the developmental characteristics of a gifted child. WISC-R intelligence test was administered to a 7-year-old participant. The test result was 140 IQ. The early developmental characteristics of the participant were evaluated using parent-recorded videos over a 3-year period, from birth to 3 years of age. First, all video recordings were transcribed by the research team, then the accuracy and completeness of the transcriptions were verified. The results showed that the participant displayed early gifted developmental characteristics in fine motor skills, cognitive, language, social, and personal developmental domains. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

This study explores how assessment is presented in Swedish early years’ steering documents and considers risks for young gifted students in relation to assessment (or lack thereof). Document analysis was undertaken on, firstly, Swedish curriculum documents for the preschool and for the compulsory school, and secondly, mapping materials used in the preschool class with six-year-old children. Results show that assessment is not a term used in Swedish early years curricula. Instead, preschool teachers are asked to evaluate their own practice; preschool class teachers are asked to engage with mapping and only to consider working toward later assessment goals in year 3 of school. A plethora of alternative assessment terms are used in the curriculum without definition. Giftedness is also invisible in the curriculum. However, the mapping materials used with six-year-old students in the subject areas of mathematics and Swedish do encourage teachers to consider children who achieve mastery early. Further, these materials provide supportive questions and activities for teachers to use in exploring further. The specific examples of assessment discourses and the need to consider gifted children are combined in this article to highlight aspects of teacher work that are important for the educational rights of an often-forgotten group of learners. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: journal abstract)

Myside bias, a form of confirmation bias, is a major impediment to scientific thinking. It results in scientists, potential scientists, and consumers of science drawing conclusions that do not follow from data but rather that follow from prior scientific, ideological beliefs. Gifted people are at least as susceptible to these biases as are other people. We propose in this article a set of techniques for combating such bias. In particular, we suggest that gifted (and other) individuals seeking to draw scientific conclusions put themselves in the place of various individuals involved in scientific refereeing—in particular, of reviewers with varying prior predispositions (e.g., reviewers with different paradigmatic worldviews and reviewers who are picayune critics) and journal editors. Through these techniques, gifted individuals may spare themselves embarrassments that they might otherwise encounter, not despite, but even because of their own superior intellects. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

ABSTRACT Some young children create stunningly realistic drawings that resemble those of adult realist artists. I refer to these children as precocious realists. Some other young children create nonrepresentational paintings that have been mistaken for the works of adult abstract expressionist artists. These children are referred to as abstract art prodigies. Because the clearest sign of giftedness in the visual arts is the ability to draw realistically, we know far more about precocious realists than abstract art prodigies. Here I describe the characteristics these two kinds of visual art prodigies share with each other as well as with prodigies in other domains. I next discuss the cognitive and visuo-spatial skills that underlie the ability to draw realistically, followed by evidence that works by abstract art prodigies are indistinguishable from works by abstract expressionist artists. I conclude by discussing my plans for future research with these remarkable children. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: journal abstract)

Important questions regarding mathematical giftedness are how and when it is possible to identify. To be identified as gifted, the student must have natural potential but also an appropriate mix of motivation, support, and challenges. This study is based on longitudinal data following students from 3rd grade in primary school to the end of upper secondary school between 2005 and 2015. We focus on top achievers (<2% of age cohort) of the national mathematics final exam at the end of upper secondary school. We investigate how accurately top achievers at the end of secondary school can be identified in 3rd, 6th, and 9th grades using national tests. We identify mathematical tasks that predict future top achievement and analyze how attitudes, gender, and parental background factors relate to high proficiency. Most top achievers had already been identified by 3rd grade and almost all of them by 9th grade. However, recognizing future top achievers was not very accurate, as they were indistinguishable from many students whose performance did not reach the same level over time. The best predictor for future top achievement was a student’s ability to solve non-routine and atypical tasks in early school years. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

This study aims to investigate some cognitive characteristics, in particular intellectual and process skill, evaluated by WISC-IV and CAS batteries, in a sample of 445 children, examinated by LabTalento of the University of Pavia for a suspected giftedness. Any possible correlations between WISC-IV and CAS has beed investigated; otherwise, cognitive profiles characterized by discrepancy have been searched. Data analysis carried out many correlations between WISC-IV and CAS, in agreement with previous literature, and many dishomogeneous profiles were found. These results suggest specific diagnostic procedures that allow both to investigate any areas of fragility, and to highlight resources and strengths, to provide useful information to propose individualized interventions, which can support talent development. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract) Resumen en idioma originalIl presente studio è volto ad approfondire, tramite la somministrazione delle batterie WISC-IV e CAS, alcune caratteristiche cognitive di bambini e ragazzi valutati per sospetta plusdotazione, con particolare riferimento alle abilità intellettive e di processo. Nel lavoro vengono presentatati e discussi i risultati di una ricerca effettuata su un campione di 445 bambini e ragazzi che si sono rivolti al LabTalento dell’Università di Pavia. Obiettivo della ricerca è stato quello di indagare la relazione tra diversi strumenti di valutazione delle abilità cognitive (WISC-IV e CAS) e di approfondirne l’eventuale presenza di profili disomogenei. Le analisi condotte confermano le numerose correlazioni, già riscontrate in letteratura, tra gli strumenti presi in esame, con diversi profili disomogenei all’interno del campione, suggerendo la necessità di proporre un iter diagnostico che approfondisca eventuali aree di fragilità e punti di forza, per proporre interventi personalizzati che possano favorire lo sviluppo del potenziale del bambino. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

The dynamic interplay between teachers’ beliefs and practices significantly impact the quality of instruction and the trajectory of talent development in young students. This case study explores the beliefs and practices of two elementary teachers instructing gifted ELs in mathematics. The constant comparison method was used to analyze data collected from classroom observations, semi-structured interviews, and field notes. Three factors were found to affect the (in)consistency between teachers’ expressed beliefs and observed practices: compatibility among core and peripheral beliefs, knowledge about evidence-based practices, and classroom management skills. Students exhibit higher levels of participation, communication, and engagement in critical thinking skills when their teacher embraces constructive perspectives in teaching mathematics, demonstrates pedagogical expertise, and employs a proactive classroom management approach. Conversely, students encounter restricted opportunities to independently construct their own understanding of mathematics when their teacher holds maladaptive beliefs about teaching mathematics, has limited knowledge of evidence-based practices, and has an authoritarian classroom management style. These findings underscore the need for a new approach to professional development (PD) that encourages teachers to critically examine the connection between their beliefs and instructional practices and their impact on the student’s mathematical talent development. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

Despite a history dating from 1969, the current status of the Saudi gifted education environment is yet to be fully determined. Saudi gifted students and their parents were asked to complete Saudi-language versions of the Family Educational and Learning Capitals Questionnaire and the Student Educational and Learning Capitals Questionnaire to assess participant perceptions of the availability the 11 educational and learning capitals of the Actiotope Model of Giftedness. After transforming the responses into Rasch measures, matched paired comparisons of nearly 100 Saudi parents and their children were obtained. Our findings indicate that parents and their children differ in terms of their perceptions in the availability of four of the five educational capitals ( economic, infrastructural, didactic, and aspirational capital), and three of the five learning capitals ( attentional, actional and episodic capitals). We discuss the origins of both these differences and similarities before outlining the implications of our findings in terms of the effectiveness of the learning environment to support gifted education in the Kingdom of Saudi Arabia. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: journal abstract)

The purpose of this qualitative research was to explore how gifted girls perceived and coped with loneliness and the relationship between loneliness and giftedness from their perspectives. Participants were four middle-school gifted girls. A loneliness scale was used to select gifted students with a high level of loneliness experience. In-depth semi-structured interviews were conducted with each participant. In addition, they drew pictures of loneliness. Participants associated loneliness with exclusion. They felt like an outlander in their schools due to being treated like a stranger by their peers. Being alone gradually transformed from an imposed state into a choice for the participants. Their loneliness was rooted in their dissimilarities from peers, how they interacted with peers and being unaware of their behavioral problems. The way they coped with loneliness reflected their perceptions of loneliness. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: journal abstract)

Building on the definition of steamers (a tasty hot milk-infused drink), we defined STEAMMERS as “a blend of diverse talents, going beyond domain-specific to domain-integrated abilities. Like steamers, they have a rich and colorful ‘flavor’!” They are passionate about solving problems they and others face by honoring and blending diverse perspectives and disciplines. Gifted children and young people have the potential to become STEAMMERS, making outstanding contributions to themselves, their communities, and their world. The underlying principle is to design learning experiences beyond traditional conceptions of STEM, STEAM, and other similar combinations of disciplines in ways that uncover, ignite, cultivate, and extend these potentials. Using Real Engagement in Active Problem Solving (REAPS), an evidence-based teaching model, enables educators to recognize, cultivate, and extend the talents of the STEAMMERS we need for our future. Here, we present our new concept, describe practices, and give evidence showing how it accomplishes these purposes. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

There is a consensus about the benefits of an artistic activity on health and well-being. In France, a gifted child is considered a special needs student for whom enrichment is advocated. Therefore, this study examines the extent to which a whole-class art enrichment program delivered to both gifted and non-gifted children benefits both student populations with respect to their school well-being. The art program was implemented in classrooms over the course of an entire school year (during the COVID-19 pandemic). The self-report French version of the Feelings About School scale (i.e., FAS) was completed in three steps (i.e., before, mid-program, and after) by a sample of gifted and non-gifted children benefiting from the program. The FAS scores of those students were also compared at the end of the school year with those of students who did not participate in the art program. Despite the pandemic context that requires caution in drawing definite conclusions, this study supports that (i) the fine arts practice is a lever of development, (ii) the sanitary situation was detrimental for elementary school students, and (iii) better adaptive capacities were exhibited by gifted children in this context. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

Project BRIDGE was launched as a response to the underrepresentation of English learners in gifted education. Through Project BRIDGE, high-ability English learners were able to access the same rigorous academic content as their native English-speaking peers. The present study compared intervention and comparison teachers' instructional behaviors in curriculum planning and delivery, accommodation in individual differences, problem solving, critical thinking strategies, creative thinking strategies, language strategies. The data on student-teacher interactions in second-grade math classes were collected through structured observation and analyzed quantitatively and qualitatively. The results showed that the intervention teacher was more effective than the comparison teacher in: 1) establishing high expectations for student performance; 2) implementing activities that promote critical and creative thinking; 3) engaging students in active classroom talk; and 4) providing supports for language development. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

The current study comparatively examines the emotional intelligence and perfectionism of gifted and non-identified students. A total of 857 students participated in the study. Data were collected through the Positive and Negative Perfectionism Scale, which measures students’ perfectionism levels and the Bar-On Emotional Quotient Inventory Youth Version EQ-i:YV, which measures students’ emotional intelligence. Our findings indicate that gifted students' scores in the intrapersonal and adaptability subdimensions of emotional intelligence and their overall scores in emotional intelligence are higher than those of non-identified students; while non-identified students’ average score of positive perfectionism is higher than that of the gifted students. Additionally, we found a negative correlation between positive impression and negative perfectionism in the non-identified group, while the correlation between these variables was positive amongst the gifted participants. Our findings may help design successful educational and guidance programmes for the gifted and their non-identified peers and in-service programmes for their teachers and counsellors. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: journal abstract)

This article is about the psychotherapeutic journey of a young patient with a pronounced social phobia and a hided intellectual giftedness: Her creative, neurotic solutions to holding on to her identity as a person, who stays inside, to her first test steps to become a person, who starts to go outside. It describes, how the young woman, as a result of early childhood traumatic relationship experiences decided during her puberty to almost completely separate herself socially from the outside world and rested inside her room for several years. During her isolation, she developed her own identity and vision of how she would like to live in her imagination. With the help of literature and a tragic contemporary historical figure, who she used as a »fellow sufferer« and alter ego, she carefully began to reconnect with the outside world, first only in her imagination. In the course of the modified analytical adolescent psychotherapy and by using the analyst as a real bridge to the outer world, the young woman found a way to reconnect better and better with her real self in mourning, loving and appreciating and thus developed ways out of her inner and outer isolation. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: journal abstract) Resumen en idioma originalDieser Beitrag handelt von der therapeutischen Reise einer jungen Patientin mit einer ausgeprägten sozialen Phobie und einer verborgenen Hochbegabung. Dabei geht es um ihre kreativen, neurotischen Lösungen, um das Festhalten an ihrer Identität als einer vorwiegend in einer Innenwelt Lebende und um den Prozess des Loslassen-Könnens, der zu ersten Probeschritten in die äußere Welt führt. Es wird beschrieben, wie die junge Frau als Folge frühkindlicher traumatischer Beziehungsabbruchserfahrungen im Verlauf ihrer Pubertät beschloss, sich sozial nahezu vollständig von der Außenwelt zu trennen und sich für mehrere Jahre zurückzuziehen. Während ihrer Isolation entwickelte sie in ihrer Fantasie eine eigene Identität und Vorstellung, wie sie leben möchte. Mithilfe von Literatur und einer tragischen zeitgeschichtlichen Figur, die sie als »Leidensgenossin« und Alter Ego nutzte, begann sie sich wieder vorsichtig von innen heraus mit der Außenwelt – zunächst nur in ihrer Fantasie – zu verbinden. Im Verlauf der modifizierten analytischen Jugendlichenpsychotherapie und mithilfe der Analytikerin, die als reale Brücke zur Außenwelt fungierte, fand die junge Frau einen Weg, sich immer besser mit ihrem realen Selbst trauernd, liebevoll und wertschätzend zu verbinden, und entwickelte so Wege und Möglichkeiten aus der inneren und äußeren Isolation. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: journal abstract)

This study aims to discover the best appropriate model to explain reading success of academically gifted students through the ecological model. Three models (i.e., Model 1, Model 2, and Model 3) were created by using three layers of the ecological model to investigate the ecological background of reading success. In line with the literature, seven explanatory factors were examined among the items in the student questionnaire of PISA 2018. Exploratory factor analysis to detect factors and confirmatory factor analysis to validate them were used respectively. Cronbach’s Alpha values of each factor (internal consistency) were also calculated. Structural equation modeling was performed to create a model explaining reading success. Afterward, indices of goodness-fit-criteria were examined. The findings indicated that there is a complex background for reading. All factors (i.e., perception of difficulties, perception of competence in reading, enjoyment of reading, teacher support, teacher feedback, value of school and disciplinary climate in the classroom) have a significant effect on reading. According to the results, Model 3 has the best model fit indices among other models. This model, having more complexity and interaction among latent variables, was found as the most comprehensive and appropriate model due to being coherent with the ecological model. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: journal abstract)

El alumnado de Altas Capacidades Intelectuales (ALCAIN) necesita una respuesta educativa adecuada y específica para desarrollar sus potencialidades. En España y en la Comunidad de Canarias hay normativas estatales y autonómicas que establacen un protocolo para la detección e identificación del este alumnado. El objetivo de este estudio es conocer el estado actual de identificación del alumnado ALCAIN y su rendimiento académico. Se analizarón los datos censales del alumnado ALCAIN en Canarias referentes a 8172 estudiantes (Educación Primaria=4191, Educación Secundária Obligatoria=3046 y Bachillerato=935), durante 5 años escolares (de 2015-16 hasta 2019-20), facilitados por la Dirección General de Ordenación, Innovación y Calidad, de la Consejería de Educación, Universidades, Cultura y Deportes del Gobierno de Canarias. Los datos indican que la identificación es muy baja (cerca de 1%), se identifica menos a las niñas que a los niños y que el rendimiento académico en general es alto. Se concluye que una gran parte del alumnado ALCAIN queda sin identificar y, por tanto, sin recibir la respuesta educativa que precisan. Identificar y atender adecuademente al alumnado ALCAIN es un reto importante para la Educación en Canarias.