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Investigates the popular notion that gifted children are immune from adjustment problems because of their high intelligence. Self-esteem, social isolation, locus of control, alienation, and anxiety, as indices of psychosocial adjustment, were explored among 134 gifted and a control group of 134 nongifted Chinese adolescents in 3 secondary schools in Singapore. Results show more higher-adjusted gifted than nongifted boys, but fewer higher-adjusted gifted than nongifted girls. These findings suggest that some gifted adolescents are more susceptible than the nongifted to various dysphoric and adjustment crises. Preventive guidance is necessary to assist gifted adolescents in developing appropriate coping skills. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Studied strategies employed by gifted children for managing the social stigma of giftedness. A student attitude questionnaire was used to collect data from 1,465 gifted students (aged 14–18 yrs) over 2 yrs. Ss responded to 6 scenarios described as potentially stigmatizing events during the normal school day. Five common strategies were provided as options in each scenario: truth, placate, cop-out, cover-up, and lie. The placate response was the most popular choice across 5 of the 6 scenarios, indicating that gifted students do not mind being known as academically oriented but do not want to be blatant about the academic indicators that set them apart from their peers. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Reports an error in the original article by A. Dover and B. M. Shore ( Gifted Child Quarterly, 1991[Spr], Vol 35[2], 99–205). The water-jar quantities for Problems 6 and 7 in Table 1 were inadvertently reversed. The correct quantities for these trials are provided. (The following abstract of this article originally appeared in PA, Vol 78:27007.) A mathematical set-breaking task was used to examine the cognitive flexibility and planning of 19 school-identified gifted students and 11 average students in Grades 5 and 6. Gifted Ss tended to have more metacognitive knowledge (MCK) than average Ss regardless of problem-solving speed, and gifted Ss who were faster at problem solving had more MCK than gifted Ss who were slower. These intra- and intergroup differences may be useful in understanding the nature of giftedness and the ways in which gifted students' thinking differs from that of others. (PsycINFO Database Record (c) 2019 APA, all rights reserved)

[An erratum concerning this article appears in Roeper Review, 1991, Vol 14(1), pp 7 and 8. The photos are correctly identified.] Investigated the impact of a program model for developing talents of leadership gifted adolescents. 32 10th and 11th graders participated in a 1-wk, live-in program, which included cognitive, affective, and physical challenge components. Ss demonstrated changes in openness (willingness to respond to others), persuasiveness (ability to influence others), and ascendancy (activity level in a group, making individual decisions, and self assurance in relationships with others). A follow-up of the Ss 3 mo later indicated that students applied program knowledge and skills in a variety of areas but primarily in academic and extracurricular settings. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

An ethnographic study explored the role of school and community contexts in the formation of gifted adolescent girls' self-perceptions of ability. Participant-observation, interviewing, and unobtrusive measures were used to collect data on the experiences of 10 gifted girls in Grades 6–8 in 1 middle school. Social interaction contributed to the development of self-perceptions of ability, and self-perceptions of ability, in turn, influenced Ss' decisions about appropriate achievement-related behavior. The formation of ability perceptions was seen as a cyclic process: Ss' interpretations of significant others' beliefs about giftedness influenced their self-estimates of ability and classroom behaviors, and their behaviors brought them feedback about their own abilities. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

A mathematical set-breaking task was used to examine the cognitive flexibility and planning of 19 school-identified gifted students and 11 average students in Grades 5 and 6. Gifted Ss tended to have more metacognitive knowledge (MCK) than average Ss regardless of problem-solving speed, and gifted Ss who were faster at problem solving had more MCK than gifted Ss who were slower. These intra- and intergroup differences may be useful in understanding the nature of giftedness and the ways in which gifted students' thinking differs from that of others. (PsycINFO Database Record (c) 2019 APA, all rights reserved)

Attempted to replicate findings by C. P. Benbow (see record 1988-07078-001) that sex, left-handedness, and allergy occur more frequently in highly gifted students. 69 male and 27 female gifted 7th graders and 25 male and 71 female less gifted 7th graders completed questionnaires that contained self-report measures of handedness and allergy. Consistent with Benbow's data, results support sex differences in the number of highly gifted; males constituted nearly three-fourths of the highly gifted. Results failed to replicate Benbow's finding that the highly gifted were more likely to be left-handed and to have allergies. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Examined the structural properties of the Coloured Progressive Matrices for 166 gifted children aged 2 yrs 9 mo–11 yrs 8 mo. Giftedness was defined as having an IQ of 120 or above. S IQs ranged from 120 to 164. Of 36 items, 33 had adequate fit to a Rasch model, but a 3-factor solution provided the most interpretable explanation of item intercorrelations. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Within a framework that views intelligence in terms of expert/novice representations, subgroups of children, determined through a hierarchical cluster of "think aloud" protocols, were compared on problem-solving tasks. Ss were 68 4th and 5th graders. Protocols were analyzed at 2 levels: (1) grouping of subroutines that function as heuristic processes and (2) grouping of subroutines that function as strategies. One subgroup was designated a prototype of gifted intelligence based on sophistication of heuristic and strategy use. Subgroups were compared on external measures related to problem-solving, IQ, creativity, attribution, and academic achievement. No quantitative differences in external measures were found between subgroups, except that the gifted prototype differed on measures of attribution and mathematical achievement. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

This article is based on the life work of A. Roeper with the gifted. The author attempts to show not only the difficulties but also the inner exhilaration and the joy of discovery which giftedness brings. This article covers the following topics: the impact of the gifted on the environment, the impact of the environment on the gifted, and the characteristics of the gifted. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Describes (including an heuristic model) the affective learning process as learning for mastery, a time and energy consuming process that involves different cognitive processes and goal-directed behavior. A framework for studying affective learning processes is outlined, and 3 key research findings are presented. The 1st finding suggests that general cognitive ability creates an optimal internal milieu for learning and achievement. The 2nd finding is that students with high self-confidence, (high perceived personal control or self-efficacy) score higher on intelligence and achievement tests and earn better grades. The 3rd finding is that students who score high on intrinsic motivation invest more time and effort in the learning process. It is concluded that student cognitive ability, self-efficacy, and intrinsic motivation provide an optimal learning environment, because each promotes self-regulation skills. Other areas discussed include the risk of inadequate social relations and adjustment in these learning environments for the gifted, and the concerns of gifted underachievers. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Examines the barriers to the effective recognition of and assistance for gifted Black Americans. These obstacles include inadequate definitions, theories, and identification procedures. Also discussed are rationales for reexamining the current definitions and for broadening the theories of giftedness to make them more applicable to Black Americans. The article concludes with prescriptions for change and a list of considerations for educators, particularly those in urban areas. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

Describes the relationship between the role structures, self-concept, experiences of control, and cognitive strategies typical of the various types of giftedness (GFT) in 52 11-yr-olds. Results support the view of T. Betts and M. Neihart (see record 1989-27670-001) according to whom GFT is culture bound, and there is potentially much more GFT in reality than could perhaps be observed on the basis of IQ instruments alone. According to the results of this research, GFT is quite firmly anchored to microcultures and their habits. (PsycINFO Database Record (c) 2019 APA, all rights reserved)

Examines issues related to underachievement in culturally different children. For a specific cultural group, the Canadian Inuit (Eskimo) people, the inappropriateness and inadequacy of the frequently used intelligence-achievement discrepancy for identifying underachievement is demonstrated. Approaches for assessing underachievement and giftedness in culturally different children, without reliance on standardized and inappropriately normed tests, are considered. Cognitive strategies programs are noted as having potential for remediation of learning difficulties in culturally different, underachieving, gifted children. The ultimate goal is seen as identification of culturally different children, reduction or elimination of underachievement, and development of their full potential. Examples of human figure drawings (Goodenough-Harris Drawing Test) by Inuit children that illustrate the lack of clear relationship between high ability (IQ) and high creativity, are included. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Although children prior to the 1970s reported personal anxiety over being labeled as gifted (M. Mead, 1954), more recent studies by B. Ford (see record 1981-22153-001) and by S. L. Guskin et al (see record 1987-26620-001) do not support such findings. The trend toward a more positive perception of giftedness may be related to the increased number of gifted programs in schools. However, the long-term effect of labeling on children in these programs has yet to be measured. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Results of a longitudinal study of 59 10–22 year olds who had been precocious readers when first tested at 5–6 years of age suggest that extraordinary early achievement in reading predicts above-average, but not necessarily extraordinary, ability in reading and related skill areas during the middle elementary school years, as measured by performance on Level 18 of the California Achievement Test (CAT). Median CAT subtest scores were between 1 and 2 SDs above age-appropriate grade norms. Verbal Ability at 5–6 years of age predicted individual differences in precocious readers' later reading comprehension accuracy as well or better than initial reading skills did. General Reading Ability, reading Speed, and letter naming speed at 5–6 years were associated with speed to complete the reading comprehension subtest of the CAT. This study illustrates theoretical and methodological issues that must be addressed in other investigations of early development of giftedness. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Discusses responses of families to recognition of a child's giftedness. Such recognition may lead to paradigm shifts in the families in areas such as financial control, power and dominance roles, parental roles, sibling dynamics, and parental self-concepts. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

A clinical study of 23 outpatients with borderline personality disorder (BPD) and 38 outpatients with other personality disorders (controls) revealed that 74% of the BPD Ss were rated as both gifted and psychologically (vs physically or sexually) abused, compared with only 13% of the controls. Data suggest that individuals who become borderline frequently are gifted with being unusually perceptive about the feelings of others. The interaction of a child's gifted characteristics with psychological abuse creates a tragic drama that is etiological for BPD. This abuse markedly perverts not only use of the perceptual talents (e.g., powerfully compelling projective identification), but overall psychological development. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Notes that parents of gifted children have few guidelines about how to deal with issues resulting from their children's giftedness. Intellectual, social, and emotional issues provide challenges for parents. This article defines 5 traits common to gifted children that result in social and emotional vulnerability: divergent thinking ability, excitability, sensitivity, perceptiveness, and entelechy. The traits are described as if only one predominates, to clarify which issues result from particular aspects of each. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

After noting that there are new norms that discriminate against the gifted and new conceptions of giftedness, the authors recommend that the Stanford-Binet Intelligence Scale (Forms L and M) continue to be used to assess preschool-aged and developmentally disabled children, and children who have difficulties with motor speed. (PsycInfo Database Record (c) 2022 APA, all rights reserved)