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This handbook provides a comprehensive account of what intelligence is, how it is assessed, how it develops, and how it affects society and its institutions. The 9 parts of the book deal with different aspects of intelligence, including measurement, development, group differences, biological issues, relation to information processing, testing and teaching, society and culture, and associated constructs. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: preface)

The author argues that intelligence as measured by traditional intelligence tests has only a limited value for the prediction of professional success. Successful intelligence assumes as essential components analytical abilities, creative abilities, and practical abilities, including tacit knowledge. Adding tacit knowledge in particular markedly increases prediction of professional success. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: introduction) Topics include: the concept of successful intelligence (what is successful intelligence, intelligence vs successful intelligence); components of successful intelligence (analytical abilities, creative abilities, practical abilities); and putting together the three aspects of successful intelligence. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

The author focuses on a domain closely related to social competence, namely moral excellence. The author proposes a solution to the problem of moral excellence by definition leading to moral tyranny. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: introduction) Topics include: the nature of morality; moral excellence (moral excellence in L. Kohlbergian terms, A. Colby and W. Damon's empirically-based answer, reasons for doubting Colby and Damon's answer: controversial moral heroes, F. J. Mönks answer: love as the need to give); the case of R (R as a man of high moral standing, R as a bloodthirsty tyrant, the Kohlbergian criterion: did Robespierre reach stage 5, the Colby and Damon criterion: was there a unity of personal and moral goals, the Mönks criteria: was Robespierre motivated by love, preliminary conclusions, was Robespierre morally inconsistent); the hazards of untamed moral commitment (excessive moral emotionality: aggression and guilt-proneness); in search of moral excellence: beyond the fusion of goals (taking a meta-moral perspective as an antidote against moral absolutism, development of a meta-moral perspective). (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

This volume presents new theoretical perspectives and empirical findings on the life-span development of talent. It shows how talents are the result of the acquisition of a sequence of skills and how the acquisition of these skills is facilitated by changes in the individual's environment. It explores to what degree the development of high intelligence or achievement is similar to the development on specific domains such as personality, morality, painting, musical performance, or professional skills. It questions whether the development of talent observed for specific groups is similar to individual cases and how the different numbers of exceptionally talented women and men in several domains are to be explained. Important shifts are made away from traditional perspectives on the development of talent. Talents are no longer viewed as just a matter of stable individual differences in potential or performance and considerable efforts have been made to overcome the classical nature–nurture dichotomy. Instead, development of talents is currently examined in close relation to changing support, changing constraints and changing tasks. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: cover)

This guidebook educates parents and teachers about important gifted issues such as working together, evaluating classroom programs, forming parent support groups, choosing appropriate curriculum, meeting social and emotional needs, and more. The information and advice provided make this an ideal resource both for those just starting in the gifted field as well as for those who are seasoned veterans. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: cover)

"Global Professionalism and Perceptions of Teachers of the Gifted" / Alexinia Y. Baldwin, Vialle Wilma and Catherine Clarke "Families: The Essential Context for Gifts and Talents" / Joan Freeman "Identifying and Educating Poor and Under-represented Gifted Students" / James H. Borland and Lisa Wright "Counseling Gifted Students" / Nicholas Colangelo and Susan G. Assouline "Underachievement in Gifted Children and Adolescents: Theory and Practice" / Willy A. M. Peters, Helga Grager-Loidl and Patricia Supplee "Attention-deficit/hyperactivity Disorder in Gifted Students" / Felice A. Kaufmann and F. Xavier Castellanos "Gender Differences in Engineering and Physical Sciences Among the gifted: An Inorganic-Organic distinction / David Lubinski, Camilla P. Benbow and Martha J. Morelock "Guiding Gifted Girls and Young Women / Barbara Kerr "Inclusive Education for Gifted Students with Disabilities" / Carolyn Yewchuk and Judy Lupart (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)

'National/Provincial Gifted Education Policies: Present State, Future Possibilities" / R. A. Rudnitski "Changing Paradigms for Gifted Education in the United States" / J. J. Gallagher "A Study of Education for High Ability Students in Canada: Policy, Programs and Student Needs" / J. A. Leroux "Gifted Education in Europe: Programs, Practices, and Current Research" / R. S. Persson et al "Russian Gifted Education in Technical Disciplines: Tradition and Transformation" / E. L. Grigorenko "Middle-East Region: Efforts, Policies, Programs and Issues" / T. Subhi and N. Maoz "Psychological Research on and Education of Gifted and Talented Children in China" / S. Jiannong and Z. Zixiu "Programs and Practices for Identifying and Nurturing Giftedness and Talent in Asia (Outside the Mainland of China)" / W.-T. Wu et al "Programs and Practices for Identifying and Nurturing Giftedness and Talent in Australia and New Zealand" / E. J. Braggett and R. I. Moltzen "The Status of Gifted Child Education in Africa" / C. A. Taylor and S. J. Kokot "Programs and Practices for Identifying and Nurturing Giftedness and Talent in Latin American Countries" / E. M. L. Soriano de Alencar et al (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)

"A Multidimensional Framework for Synthesizing Disparate Issues in Identifying, Selecting, and Serving Gifted Children" / Robert J. Sternberg and Rena F. Subotnik "The Study of Giftedness: Reflections on Where We Are and Where We Are Going / Franz J. Mönks, Kurt A. Heller and A. Harry Passow (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)

"Identification of Gifted and Talented Youth for Educational Programs" / John F. Feldhusen and Fathi A. Jarwan "Dynamic Assessment of Gifted Students" / Lannie Kanevsky "Early Identification of High Ability" / Christoph Perleth, Tanja Schatz and Frank J. Mönks "Prediction of Excellence in School, Higher Education, and Work" / Günter Trost (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)

"Conceptual Foundations and Theoretical Lenses for the Diversity of Giftedness" / L. M. Cohen et al "Theory and Research on Curriculum Development for the Gifted" / J. VanTassel-Baska "The Schoolwide Enrichment Model" / J. S. Renzulli and S. M. Reis "Instructional Psychology and the Gifted" / H. Gruber and H. Mandl "Education and Development of Verbally Talented Students" / P. Olszewski-Kubilius and S. P. Whalen "Nurturing Talents/Gifts in Mathematics" / W. Wieczerkowski et al "Talent Development in Science and Technology" / M. C. Pyryt "Promotion of the Gifted in Vocational Training" / R. Manstetten "Giftedness: The Ultimate Instrument for Good and Evil" / A. J. Tannenbaum "New Trends in Research on Moral Development in the Gifted" / A. Pagnin and O. D. Andreani "Programs and Strategies for Nurturing Creativity" / A. J. Cropley and K. K. Urban "Developing Gifted Programs" / S. M. Moonand H. C. Rosselli "Academic Competitions and Programs Designed to Challenge the Exceptionally Talented" / J. R. Campbell et al "Evaluation as a Critical Component of Program Development and Implementation" / C. M. Callahan "Cross-cultural Studies in Gifted Education / L. Hernández de Hahn (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)

Prepared by 100 researchers and program developers from 24 different countries, the chapters of the second edition of the "International Handbook of Giftedness and Talent" provide international perspectives on all aspects of identification and development of giftedness and talent. The chapters represent scholarly, theoretical and empirical knowledge available on the topic reflecting contributors' judgements of the important issues, programs and practices. The second edition also highlights needed research and promising avenues of program development. The second edition is fully updated and rewritten with 22 new chapters. This book is organized to serve a broad audience of readers—students, teachers, researchers, decision-makers, administrators and others—who are concerned with nurturing talent potential. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: jacket)

"Conceptions of Giftedness from a Meta-theoretical Perspective" / Albert Ziegler and Kurt A. Heller "A History of Giftedness in School and Society" / Abraham J. Tannenbaum "Giftedness as Developing Expertise" / Robert J. Sternberg "Understanding the Complex Choreography of Talent Development Through DMGT-based Analysis" / Francoys Gagné "New Conceptions and Research Approaches to Creativity: Implications of a Systems Perspective for Creativity in Education" / Mihaly Csikszentmihalyi and Rustin Wolfe "Giftedness in Non-academic Domains: The Case of the Visual Arts and Music" / Ellen Winner and Gail Martino "Genius and Giftedness: Same or Different?" / Dean K. Simonton "International Trends and Topics of Research on Giftedness and Talent" / Kurt A. Heller and Neville J. Schofield (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)

"Developmental Psychology and Giftedness: Theories and Research" / Franz J. Mönks and Emanuel J. Mason "Genetic Tools for Exploring Individual Differences in Intelligence" / Lee A. Thompson and Robert Plomin "Giftedness, Expertise, and (Exceptional) Performance: A Developmental Perspective / Wolfgang Schneider "Issues in the Cognitive Development of Exceptionally and Profoundly Gifted Individuals" / Miraca U. M. Gross "Motivation and Cognition: Their Role in the Development of Giftedness" / Willy Lens and Per Rand "Social-emotional Development and the Personal Experience of Giftedness" / Laurence J. Coleman and Tracy L. Cross "A Life Span Approach to Talent Development" / Ingrid Schoon "Prodigies, Savants and Williams Syndrome: Windows into Talent and Cognition" / Martha J. Morelock and David Henry Feldman "Addressing the Most Challenging Questions in Gifted Education and Psychology: A Role Best Suited to Longitudinal Research" / Rena F. Subotnik and Karen D. Arnold "A 'Talent' for Knowledge and Judgement About Life: The Life-span Development of Wisdom" / Monisha Pasupathi and Ursula M. Staudinger (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)

The volume covers Encyclopedia of Psychology entries beginning with "Developmental Agenda" as the first entry and "Goodenough, Florence Laura" as the last entry. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: create)

This entry includes the following entries: theories of giftedness; mental processes; identifying and fostering giftedness. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: create)

Discusses prodigy as an individual who has made an unusually good start in life and displays exceptional capabilities while still a child and the origin of child prodigies. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)

Discusses the issue of intelligent boys and the troubles they face. The first section of the book explores the relationship of special intellectual ability to role of males in our society. In the next section the authors discuss issues that are unique to gifted boys. The following section describes the impact of giftedness on boys' academic and social adjustment. The last section of this book describes issues in parenting, teaching, mentoring, and guiding gifted boys and men. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: introduction)

Discusses instances in which creativity, giftedness, and talents may be promoted in young children at preschool and in the early grades. In the socioemotional domain, the author emphasizes teacher creativity in helping children toward more mature solutions to the emotional tasks of early childhood, which will enable them to take steps toward creativity. Children will have to trust their caregivers as the more toward generating new hypotheses about the world and also to feel comfortable with such ambiguities. The author discusses the benefits of small peer groups in encouraging creativity, and various social devices used by teachers for promoting creativity. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: introduction)

Creativity is a major driving force for human beings, urging people to try things a new way, see things differently, and imagine what might be. This book explores what is known about creativity and what people can do to promote it at all stages of people's lives—from preschoolers through senior citizens. The authors, all social scientists and many of them artists in their own right, cover a variety of perspectives, from programs aimed at creativity in children, to long-term research projects, to a new theory of women's creativity. This subject has reverberations not only for child welfare and the possible application of creative activities to help at risk children and families, but also for society as a whole. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: cover)

Discusses the development of creativity in children through the Enrichment Triad Model (J. S. Renzulli, 1976), which was originally developed to provide children with the opportunity to develop their above-average abilities, creativity, and task commitment as was based on a central premise: If we give children the opportunities to become involved in self-selected, creative, productive work in school, this will increase the likelihood that the will emerge as creatively productive adults in whatever area they select as their future work. Two kinds of giftedness are examined: Schoolhouse giftedness and creative-productive giftedness. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)