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Addresses the laxity in terminology that afflicts the field of gifted education, especially the definitions of 2 central constructs: giftedness and talent. A differentiated model is proposed, based on a distinction between 2 types of abilities, natural abilities and systematically developed skills, labeled respectively gifts (or aptitudes) and talents. Both types of abilities are described and exemplified. The model is used as a guide for a series of comments on the appropriate use of labels to describe more accurately the target population(s), emphasizing the predominance of intellectually gifted and academically talented pupils. Four other labels that have been used to describe gifted and talented children and adults are discussed (i.e., precocity, ableness, genius, and prodigy). (A correction concerning this article appears in Roeper Review, 1996[Feb–Mar], Vol 18[3], 231. The correct version of Figure 1 is presented.) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Discusses the theories and research of S. L. Rubinshteyn (1958, 1959), J. P. Guilford (1967, 1971), and E. P. Torrance (1967) on the assessment of creative intelligence. The biological basis of creativity, early manifestations of giftedness, intellectual aspects of creativity, and the development of creative potential are examined. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

Argues that educators of the gifted have overlooked important evidence on the power of special environments because of our habit of considering cognitive outcomes and an outsider view of evidence as the standard for judging the benefits of special environments. It is proposed that the significant effect of the social context of these environments be used as a construct to guide further study of the benefit of gifted programs. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Examined social coping strategies among 238 gifted students, aged 10–17 yrs old. Ss completed the Adjective Checklist and the Social Coping Questionnaire for Gifted Students. Five meaningful factors were revealed after factor analysis of survey data: denial of giftedness, popularity/conformity, peer acceptance, fear of failure, and activity level. The most highly able Ss were most likely to deny being gifted, and Ss with predominant verbal abilities reported lower levels of peer acceptance than Ss with predominant mathematical abilities. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Summarizes the literature on the education of gifted students with primary languages other than English or English language learners and suggests guidelines for practice. Characteristics and identification of these students are discussed. The adaptation of traditional identification models (e.g., recognition and referral) is described, and new strategies for identification (including alternative constructs of giftedness) are discussed. Service delivery, instructional methods, and community involvement for gifted English language learners are also discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Reviews studies of gifted and talented children, describing both the origins and emotional vulnerabilities of the gifted and the education for the gifted. Potential talent requires the opportunity to flourish, which includes materials to learn with, as well as teaching and encouragement to practice. Furthermore, without emotional support, children of high potential will not put in the necessary time to develop their talent to a level of recognizable excellence. The assumption that a high IQ is essential for outstanding achievement is giving way to recognition of the vital role of support and example, knowledge acquisition, and personal attributes. It is suggested that rather than continuing to search for the definition and identification of the gifted, it would be more productive to look at the dynamic interaction between children and their instruction. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Reports on 418 schools' assessment of creativity as part of their identification procedures for gifted programs. School districts across the nation were asked to supply information on the published instruments they used to measure creativity. Coding definitions for creativity included divergent thinking, problem solving, persons/traits, and none. Simple frequency counts were done for each creativity instrument used by a school district. Although many school districts include creativity as part of their assessment, they continue to have difficulty with the complex conceptual and operational definitions of creativity. Districts often select instruments for assessment of creativity without attending to the definition of the construct. Researchers are encouraged to improve the translation of their work to the practitioner so that more valid, reliable, and useful assessments will be possible in the schools. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

The problems of child giftedness diagnostics are analyzed and substantiated by a poli-modal approach. Results of an experimental study illustrate the poli-modal approach and demonstrate its predictive and euristic advantages. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

This article is an attempt to generate a set of hypotheses about gifted people and their interactions with others, about the social/emotional issues gifted adults face, and about how these issues impact on self-esteem and on interpersonal relationships. These hypotheses are intended to generate a dialogue with gifted psychotherapy clients about the fact of their giftedness and its impact on their lives. Specific therapeutic issues also are explored in the context of the social/emotional development of the gifted person. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Examined the social forces affecting the achievement of 67 gifted women enrolled in graduate education programs. Ss completed a questionnaire about aspects of their education, family life, parental encouragement, achievements, and the effects of marriage and children. 25 Ss completed follow-up interviews. The majority of Ss believe that their parents encouraged them to go to college but not to pursue a specific career, and many were unsure whether they had selected the right career. Almost half the Ss indicated that barriers existed to their own talent development because of marriage and personal lives. Many were unsure whether they were satisfied with their lives. The majority had extremely limited time to pursue their own talents. Continuing dilemmas facing these Ss, and issues confronting gifted women even in traditionally female careers, are considered. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Professionals in the fields of mental retardation and giftedness have much to teach each other as well as the field of human development in general. Examining the commonalities and differences between the fields in social issues, definitions, developmental differences from the norm, values and policy issues, and educational and long-term implications deepens insights about both normal and deviant development. The authors stress the importance of individual differences in the differential design of educational strategies and the application of approaches developed with specialized populations to normally developing children. Current social inequalities affect both of these fields in particular ways. Finally, numerous research agendas can be enhanced by including representatives of both ends of the normal curve. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

Discusses decisions individuals can make to be creative in their lives, and provides examples and activities for teaching creativity. To a large extent, creativity is a decision. Ten characteristics of people who decide for creativity are as follows: (1) they redefine problems by taking a problem that most people see in 1 way and allow themselves to see it in another way; (2) they analyze their own ideas by being the 1st to decide whether the ideas are really worth pursuing; (3) they sell their ideas, because creative ideas challenge existing ways of doing things; (4) they are knowledgeable, but recognize that knowledge can also impede creativity; (5) they surmount obstacles, because creative people defy the crowd; (6) they are willing to take sensible risks; (7) they are willing to grow by not fighting new ideas that threaten their ideas; (8) they believe in themselves; (9) they tolerate ambiguity long enough to get their ideas right; and (10) they find what they love to do and do it, because people are at their most creative when they are doing what they love to do. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Gifted children, those with unusually high ability in one or more domains, not only develop more rapidly than typical children, but also appear to be qualitatively different. They have an intense drive to master, require little explicit tuition, and, if intellectually gifted, often pose deep philosophical questions. Although some psychologists have tried to account for the achievements of gifted individuals solely in terms of drive or "deliberate practice," no evidence allows us to rule out innate differences in talent. Profiles of gifted individuals are often uneven: Extremely high ability in 1 area can coexist with ordinary or even subnormal ability in another area. Scientific investigation of the gifted reveals the importance of drive and hard work in achievement of any kind, and the lack of necessary correlation among abilities in different areas. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Investigated the extent to which students' common practical abilities relate to academic abilities. 154 gifted and 142 mainstream 8th grade students completed interviews and questionnaires concerning common sense intelligence. Additional collected data included academic achievement records. Results show that practical intelligence was correlated very little with academic achievement. No definitive pattern of relationship between Ss' perceptions of the effectiveness of practical problem-solving strategies and their academic achievement emerged. Low correlations were obtained between problem-solving strategies and academic achievement. Despite academic ability, Ss with high practical intelligence displayed a heightened sense of self and a keener awareness of the hidden curriculum and larger goals of schools. Findings suggest that academically gifted children were similar to mainstream children in their ability to solve practical problems. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Addresses the issues that have perpetuated the under-representation of African Americans in gifted and talented programs. These issues include inadequate definitions, standardized testing, nomination procedures, learning style preferences, family and peer influences, screening and identification, and gifted underachievers. The article concludes with a discussion on alternative theories of giftedness and the implementation of multicultural education in teacher preparatory programs. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

The accuracy of the Brigance K & 1 screen in the early detection of Head Start children with possible cognitive/academic giftedness, was explored. Data were collected from a sample of 134 children (aged 52–69 mo), 13 of whom were identified as potentially gifted on the basis of performance on the Kaufman Assessment Battery for Children. Potentially gifted children performed significantly better on the Brigance than nongifted children. Group differences were large and exceeded 1 standard deviation on the Brigance K & 1 total score. Classification analyses indicated that use of the technical manual criteria underreferred potentially gifted children. However, use of local criteria established that the Brigance K & 1 screen has good sensitivity and acceptable specificity in relation to concurrent and predictive cognitive/academic outcomes. Teacher ratings were ineffective in detecting potentially gifted children. The Brigance K & 1 screen may be helpful in the early detection of low-income children who may be cognitively/academically gifted. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

Discusses what is described as a critical area in cognitive neuropsychology in the coming century, that of individual differences in the structure and functional organization of the brain and how they relate to individual differences in cognitive abilities. Examples are related to the neuropsychology of giftedness, specifically the possible origins of the specialized functional organization in the mathematically gifted brain. Implications for education are discussed (PsycInfo Database Record (c) 2020 APA, all rights reserved)

Comments on J. Renzulli's article on the education of gifted individuals (see record 199908263-001). The author states that Renzulli's Enrichment Triad and School Wide Enrichment Model (SEM) models are considered even by critics of gifted education to be supportive of broader inclusion of students from diverse backgrounds. Yet such students continue to be under represented in programs for the gifted. A sociocultural perspective makes integral the issue of program impact on inclusiveness. Addressing questions regarding access, generalizability, long-range impact, and curriculum implications of Triad and SEM models would bring greater clarity to the field. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

This author provides reflections on the last 25 years of his work, focusing on the evolutions of models designed to help identify and meet the needs of gifted and talented students. The cited models include the Three Ring Conception of Giftedness, the Enrichment Triad Model, and the Schoolwide Enrichment Model. Summaries focus on the rationale supporting each model, including practical applications of the model in various school situations and underlying research. Also included are insights related to potential modifications and future developments of the models. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Adolescents, especially gifted students, may be susceptible to existential dread. It is suggested here that a team approach, including both teachers and parents, be used to implement the following solutions: (a) nourish students socially, (b) work toward acceptance of giftedness and teach methods of enhancing emotional development, and (c) provide philosophical nurturance. (PsycINFO Database Record (c) 2016 APA, all rights reserved)