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This study compares two groups of gifted students, highly ( N = 74) and moderately ( N = 163) gifted, on a number of scales including self-concept, emotional autonomy, and anxiety. Although a measure of academic ability was used to create distinctive ability groups, the results did not support the hypotheses that highly gifted students would be more likely to display lower self-concepts and more adjustment problems than the moderately gifted group. These findings are examined in light of past research on differences in highly and moderately gifted students. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Examines the nature of musical precocity in 24 10–14-yr old middle school students. The participants were asked questions, individually and in focus groups, regarding the nature of crystallizing experiences, or dramatic events that reveal inherent giftedness. Results support the notion that the crystallizing experience is a common phenomenon among the musically precocious. Also reported were long-term effects on the student's self-concept. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Following a review of adult models of leadership and of leadership programs for young people that are derived from adult theories of leadership, this article report results from a decade-long study in underserved and at-risk communities of young people who are leaders in out-of- school youth organizations. The study involved 30,000 youths (8–28 yrs old) in 120 youth-based organizations in regional sites from Massachusetts to Hawaii. Data was collected by means of field notes and interviews. The work reveals how emerging youth leadership differs from established measures and leadership theories drawn from adults. Views and enactments of leadership among the young focus on how leadership happens, not on who leaders are as power figures, skillful managers, or individuals bearing specific traits. These perspectives from youth carry strong links to recent work in cognitive psychology and organizational sociology that maintains the importance of adaptation, engagement with situation, and distribution of knowledge and roles. The findings from this empirical study, along with recent developments in learning theory, call for substantial rethinking of youth leadership within the framework of gifted and talented education. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Comments on the article by J. A. Sloboda and M. J. Howe (see record 1991-30071-001) examining the backgrounds of promising young musicians. Gagné demonstrates that the authors incorrectly interpreted their data because they did not acknowledge the role of musical giftedness as a significant determinant of the large differences observed in their sample between exceptional and average students. Gagné intends to show that their results cannot be correctly interpreted without introducing musical aptitudes as a significant causal factor. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

It is challenging to diagnose adults who are highly intelligent and also manifest symptoms of AD/HD (Attention-Deficit/Hyperactivity Disorder) that have significant impact on their daily functioning. Gifted traits, such as intensity, high energy, complexity of thought, and creativity overlap with some traits of AD/HD, making identification difficult. This article shows how AD/HD may appear in adults who are also gifted and how giftedness may mask diagnosis of AD/HD in adults. It offers six themes to help clarify the presence of AD/HD among gifted adults. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

This article presents an example within clinical counseling of a highly gifted 19 yr old male student, whose academic capabilities fall in the 99.9th percentile. He entered therapy with a desire to understand his presenting problem of academic decline over the past several years of high school as well as to deal with the impact of his decline, both on his emotional development and his academic future. An analyzed transcript is presented in which the therapist leads him to recognize and confront his defenses and discover the depth of his emotional distress regarding his current life disposition. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Summarizes a longitudinal study of exceptionally gifted 12–13 yr old males, with particular emphasis on findings involving their creative potential. The longitudinal investigation was originally performed by R. Albert (1980) with 2 exceptionally gifted samples. These samples represented equivalent levels of ability but different areas or domains of talent. One was exceptionally gifted math and science, the other was a high-IQ group (mean = 155). Data were collected from the children and the parents. Group differences in expectations of independence, psychological inventory scales, and divergent thinking test scores are summarized. Relations among predictors are also discussed, as are relations with indexes of creative potential. In addition to group differences, notable findings include the strong relation between mothers' expectations for their son's independence and the divergent thinking of the sons and the high flexibility scores of the exceptionally gifted samples on the psychological inventory scales. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Conducted a longitudinal study of the cognitive and noncognitive personality development of mentally gifted vs average high school students. 120 male and female 9th graders in Russia were subdivided into a gifted group (60 Ss) and a control group (60 Ss). Ss were assessed 3 times during 1 academic year with teacher checklists, a test of cognitive abilities, a test of verbal creativity, a questionnaire for gifted students, a test on information-processing speed, a questionnaire on extracurricular activities and achievements, and a questionnaire on academic motivation. The results demonstrated stable differences in the cognitive and noncognitive personality development of Ss with different kinds and levels of giftedness and learning success. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Perfectionism is the most misunderstood aspect of the personality of the gifted. The psychological field characterizes it in extremely negative ways, which may be counterproductive to the development of the gifted individual. There are positive as well as negative aspects of perfectionism, depending on how it is channeled. As one gains higher consciousness, perfectionism becomes a catalyst for self-actualization and humanitarian ideals. K. Dabrowski's theory allows us to see how perfectionism changes inform at different levels of development. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

The Personal Development Test is designed to identify the "at-risk" high school and college freshmen student for dropping out of school. In repeated tests the PDT scores were able to discern between high school and college drop-out students and corresponding typical individuals. In addition, it provides a meaningful index of honesty, and serves to identify the gifted individuals. This is done through the use of 21 Pairs of items from the test scored separately as a Confluence core. Half of those items are opposites, and the other half are at odds to each other in varying degrees; so if an individual scores one of the pairs one way, and fails to score the second item in the pair the opposite, the scores are at odds to fact. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

The author discusses the issue of publishing scientific archives, which has at least two aspects--scientific and ethical. The scientific aspect involves evaluation of the significance of materials for the development of science. This aspect acquires additional importance when archival research discovers opinions which conflict with the publicized version presented in the papers published in the author's lifetime. The ethical side of the problem consists in the inability to answer the question whether the author ever wanted to see his views published. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: journal abstract)

Introduces the current issue of High Ability Studies, which will mark the premiere of an exceptional format for presenting and discussing new ideas: A target article and peer commentaries. The editorial provides information on submission of electronic manuscripts, and overviews the articles appearing in the current issue of the journal which cover topics including WICS as a model for giftedness, emotional and behavioural adjustment of the gifted, and career orientations of gifted early adolescent girls. In addition, the editorial previews the content of the upcoming issue of High Ability Studies. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Dr. Robinson's (see record 2004-11188-001) proposed action plan will serve the needs of highly achieving gifted students. However, defining giftedness as high academic performance based on traditional assessment procedures could reverse the field's fledgling success in supporting culturally diverse gifted children and youth. Changing the focus of equity in gifted education to economic representation will not decrease educators' responsibility to understand the learning needs of racially, culturally, and linguistically diverse students. Nevertheless, a focus on children of poverty with high potential is a worthy and achievable goal and will require extraordinary commitment. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

This 10-year longitudinal study sought to determine whether children identified as academically gifted at pre-school but who received no specific support would be identifiably different from their peers after 10 years of Finnish comprehensive school. In 1989, using the Breuer-Weuffen Discrimination Test, 37 students were identified as being gifted, while a control group was also identified. In a 10-year follow-up of both groups, analyses of variance indicated that the gifted group scored significantly higher than the Control group for final school grades and Scholastic Competence. However, low correlations between Scholastic Competence and Global Self-Worth for the gifted group indicated that their school experiences lacked challenge, while girls were found to generally outperform boys. These results suggest that all gifted students would benefit from more specific support. (PsycInfo Database Record (c) 2020 APA, all rights reserved) (Source: journal abstract)

Complex mathematical tasks such as problem solving are an ideal way to provide students opportunities to develop higher order mathematical processes such as representation, abstraction, and generalization. In this study, 9 freshmen in a ninth-grade accelerated algebra class were asked to solve five nonroutine combinatorial problems in their journals. The problems were assigned over the course of 3 months at increasing levels of complexity. The generality that characterized the solutions of the 5 problems was the pigeonhole (Dirichlet) principle. The 4 mathematically gifted students were successful in discovering and verbalizing the generality that characterized the solutions of the 5 problems, whereas the 5 nongifted students were unable to discover the hidden generality. This validates the hypothesis that there exists a relationship between mathematical giftedness, problem-solving ability, and the ability to generalize. This paper describes the problem-solving experiences of the mathematically gifted students and how they formulated abstractions and generalizations, with implications for acceleration and the need for differentiation in the secondary mathematics classroom. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

In this study, examining the relationships among age, culture, training in the fine arts, the technical and aesthetic properties of drawings, and realized artistic giftedness, the researchers intermixed the juvenile drawings executed by critically acclaimed artists with artworks executed by contemporary North American and Chinese North American children. When judges from the North American culture and from the Chinese North American culture, blind to this mix, assessed the drawings, assessments made by the representatives of both cultures were more alike than they were different. Only the North American judges' assessments, however, suggest that the art students' life drawings were more technically and aesthetically successful, and more creative, on the average, than the non-art students' drawings. These judges also gave the juvenilia the highest scores in technical skill and the lowest scores in creativity independent of technical skill and aesthetic success. Conclusions and implications stress the role of technical skill in the development of artistic potential. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Although many ways of doing research exist in education, much of the research conducted has focused on identifying or defining strategies to fit learners to existing theories of education and schooling. This article examines historical styles of research conducted around the construct of gifted underachievement. It then explores possibilities of implementing alternative approaches and theoretical arguments in practical applications in this area. Goals include providing an overview of research focused on gifted underachievement, examining research positions (paradigms) that more vividly represent complexity inherent in educating gifted individuals, and providing precepts that guide practitioners and scholars to alternative views of the research process and use of research outcomes. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

The Wechsler Intelligence Scale for Children-Third Edition (WISC-III) and the Stanford-Binet Intelligence Scale-Fourth Edition (SB-IV), were administered to 20 gifted children and 20 nongifted children (all students aged 6.0-13.9 yrs) to examine the extent of the difference in IQ scores obtained on the 2 tests and whether order effects were present. Results show that the SB-IV Composite Score was significantly higher than the WISC-III Full Scale IQ for both groups. However, for the gifted group, unlike the non-gifted group, this difference achieved significance only when the SB-IV was administered first. When either IQ test was administered to the gifted students for the first time, without the confound of a learning influence, there was no significant difference in mean scores. However, when both tests were administered, it was found that the SB-IV influenced the WISC-III Full Scale IQ in a downward direction whereas the WISC-III influenced the SB-IV Composite Score in an upward direction. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Investigated the effectiveness of a new self-contained classroom with curriculum differentiated for highly intellectually gifted students. The cross-grade magnet class was investigated throughout its first year of operation in a midwest school district. Ss in the qualitative case study were 24 4th and 5th graders graders with IQs on the Slosson Intelligence Test Revised ranging from 148-193. Outcome areas assessed were educational, emotional, social, life outside school, and transition issues. Qualitative and quantitative data were collected using observations, interviews, comparison essays, and a goal-attainment scale. The results suggest that the self-contained classroom provided a challenging learning environment for highly intellectually gifted students, but that the responses of individual students to this more challenging environment varied considerably, creating different emotional and social outcomes for specific students at different times. It is concluded that the results support use of systems-ecological theory as a theoretical framework for investigations of educational intervention for talented youth. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Introduces the articles in this special issue of Inquiry: Critical Thinking Across the Disciplines on Giftedness and Critical Thinking. (PsycINFO Database Record (c) 2016 APA, all rights reserved)