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The author describes how she uses the inclusive, cross-curricular model called Thinking Actively in a Social Context (TASC; see record 2008-17742-035), among other tools, in her work to support children in developing their own giftedness, and schools in providing inclusive and inclusional gifted education provisions. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)

What will be the turning points in the education of gifted and talented students in the next several decades? As we complete the first decade of the new century, it is appropriate to reflect on the extraordinary changes and advances that have occurred in the last several decades in our field. Consensus on the turning points of the past century may be difficult to reach and admittedly, this perspective is filtered through the lens of one American woman who has spent the majority of her professional life in this area. The turning points suggested as a focus for the next several decades include the following: (1) expanding conceptions of the multidimensionality of giftedness and talent development, (2) eradicating the continued absence of challenge for gifted and talented students, (3) making a difference for underserved populations, (4) changing our focus from ways to identify gifted students to the ways we develop gifts and talents, and finally, (5) applying 'gifted' education pedagogy to talent development, with a focus on strengths, not deficits. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

This chapter surveys the Differentiated Model of Giftedness and Talent (DMGT), a talent development theory whereby outstanding natural abilities, or gifts, are progressively transformed into outstanding systematically developed skills and knowledge, which define expertise or talent in a specific occupational field. The text briefly describes complex interactions among the six components that help or hinder that process, and succinctly answers a fundamental question: 'What factor(s) differentiate(s), on average, between those who emerge among the talented and those who remain average?' The field of gifted education defines its special population around two key concepts: giftedness and talent. For the vast majority of scholars, these two terms are considered synonyms. Yet, these same scholars keep mentioning one particular idea in almost every discussion of the giftedness construct, namely a distinction—implicit or explicit—between early emerging forms of giftedness, to some extent innate and usually manifested in childhood, and fully developed, adult forms of 'giftedness'. The distinction will be expressed with terms like potential versus achievement, aptitude versus realization, promise versus fulfillment. But it will rarely, if ever, systematically be operationalized. I believe it can be done. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

One of the controversies in the field with a history of conflicting findings concerns whether or not giftedness leads to a preference for independent study. The authors provide a comprehensive review of the literature on this topic, describing a study they have recently completed, and reporting on their nuanced findings. They conclude that it is really a question of 'match': when exceptionally capable learners do not feel supported, they prefer to learn alone, but when they are in situations that facilitate their learning goals, they can thrive in mixed groups. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)

This chapter comprises three sections: (a) commentary on the Colombo, Shaddy, Blaga, Anderson, and Kannass chapter titled "High Cognitive Ability in Infancy and Early Childhood" (chap. 2, this volume; see record 2009-00231-002); (b) consideration of issues concerning early prediction of gifted intelligence; and (c) discussion of implications regarding early identification of intellectual giftedness. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Although my own research program was not intentionally designed to study gifted and talented developmental processes or outcomes, it nevertheless offers some relevant data and perhaps insights. The work discussed here concerns children's developing competencies in understanding and producing spatial-graphic representations. These may be defined as stand-for symbols (the representational aspect) that involve marks of some kind (the graphic aspect), whose representational components are distributed over the surface in a way that corresponds to the distribution of components of the referent (the spatial aspect). This chapter is organized as follows. First, I expand on what I mean by spatial-graphic representations (in the section entitled "Defining Spatial-Graphic Representations"). Second, I sample from work that my colleagues and I have conducted to study children's developing spatial-graphic competencies. In doing so, I highlight performance that might well be classified as gifted ("Illustrative Empirical Work"). Finally, I offer some speculations about implications this work has for research, public policy, and education ("Implications for Research and Practice"). (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

I was asked to respond to chapter 7 of this volume by Sandra Graham on giftedness in adolescence (see record 2009-00231-007). When I read the chapter, I found, as expected, that Graham's social-psychological perspective and my psychosocial perspective have much in common, including a focus on the interaction of motivation and social context. Therefore, I have endeavored to expand on some of the issues that Graham addresses in her chapter, in the hope of stimulating discussion among researchers and practitioners concerned with giftedness in adolescence. In this chapter, I discuss identification practices in some detail, as I believe that there are some fundamental misunderstandings in this area. I highlight some of the more recent research on teachers and the messages that they send. I also address the potential role played by identity variables such as stereotype threat. In addition, I discuss the concept of oppositional identity, which relates to Graham's notion of "I can, but do I want to?" Finally, I briefly discuss the idea of cultural learning styles. Although much of what I discuss is applicable to adolescents of all ethnic and racial backgrounds, the implications may be different for youth who are traditionally underrepresented in gifted and talented education (e.g., African Americans, Latinos). (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

The purpose of this chapter is to expand the perspective of psychology to include the dynamics of the later years of life. I describe the stages of late life that have been proposed and the diversity of the older population as revealed by longitudinal studies. The abilities of older adults are described in terms of social intelligence, self-regulation, creativity, and wisdom. Unique contributions by elderly persons are described as the products of late-life bloomers, or individuals who express latent talents late in life. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Although there is considerable overlap in the scientific study of giftedness and of child development in terms of research traditions as well as participating investigators, it is important to recognize that there are substantial differences in the history of each research tradition. The historical divergence in the core conceptual frameworks guiding each field has led to conflicting positions at least as often as to a productive connection between them. At the risk of overemphasizing the conflict between these conceptual frameworks, it is important to draw out the distinctions because they illuminate many important issues, particularly with relevance to the goal of this volume, an integration of developmental science and the study of giftedness. I thus first provide a brief history of those two approaches, recognizing of course that there is a personal filter through which such a historical analysis must proceed. I take up the implications for a life-span integrative framework in the final section. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Chief among the attributes of giftedness is the expression of exceptionality in one or more domains of talent or ability, and most commonly this exceptionality is expressed in the domain of cognition. In this chapter, we address issues pertaining to the concept of such high ability within the period of infancy and early childhood, and we do so from both the empirical and theoretical realms. In the empirical realm, we present new data on the prediction of high cognitive ability (HCA) from infancy and early childhood. In the theoretical realm, we outline a recent significant advance in the field of early cognition and its implications for how intelligence is thought about. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Giftedness, a dynamic construct, develops over time. During the transition from adolescence into adulthood, gifted individuals move first from broad educational experiences to more narrowly focused efforts in universities, colleges, institutes, or conservatories, followed by the pursuit of scholarly productivity, innovation, or artistry. The focus of this chapter is on the catalysts for these transitions. I take the view of talent development as the transformation of abilities into competencies, competencies into expertise, and expertise into outstanding performance or seminal ideas. Finally, I explore the stages of talent development experienced by gifted adolescents as they move into scholarly productivity or artistry in adulthood, focusing on the increasingly important role played by psychosocial variables in the fulfillment of their potential. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Two major objectives motivated us to develop a volume of contributions from developmental psychologists and from experts in gifted education. First, we wanted to better understand how recent advances in developmental psychology might enhance our understanding of high-level achievement and performance and help to translate the science in light of research, policy, and practice in gifted and talented education. Second, we wanted to interest developmental psychologists in a consideration of exceptionally high-end abilities in their conceptual frameworks. These understandings also have implications for clinicians working with clients throughout the life span. This concluding chapter discusses key themes across the volume; gaps in the research literature; implications for policy; implications for educational practice; and challenges met and challenges ahead. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)

In this chapter, I consider some of the specific challenges experienced by high-ability learners as they grow out of childhood and into adolescence. I also address evolving perspectives on giftedness that can work to obviate some of the added complications, with a focus on talent development and other theoretically grounded evidence-based approaches that incorporate individual and developmental diversity, including the domain specificity and fluidity of cognitive development, and the importance of mindsets in regulating young adults' responses to the challenges and opportunities in their lives. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

In this volume, renowned developmental psychologists and experts in gifted education come together to explore giftedness from early childhood through the elder years. Focusing on the practical implications of emerging theoretical perspectives and empirical findings, contributors examine prediction and measurement, diversity issues, and psychosocial factors as they relate to developing talent in different domains. Is the expression of gifted behavior predictable? Is it a stable individual characteristic? How do race, ethnicity, gender, and culture influence or contribute to the development of gifted and talented behaviors? What sustains the development of giftedness and talent? And how can insights gleaned from the field of gifted education inform the research, policy, and practice of psychologists? These questions are considered at each stage across the life span by an interdisciplinary team of experts. This volume is intended for developmental and educational psychologists, as well as for researchers, educators, and anyone interested in the development of high-level abilities, individual differences, educational policy and practice, and the realization of human potential. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: jacket)

The consideration of giftedness and talent in a developmental perspective requires an understanding of the current issues in developmental theory with respect to the origins of individual differences and prediction across the life span—from infancy through the adult years. In this chapter I discuss these matters along with changes in the definition of giftedness and talent, the emerging themes in the developmental discourse on giftedness and talent, the role of cultural contexts and matters of diversity, and the implications of all of these issues for setting the research agenda in the field. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Lynn Liben raises three broad, thought-provoking issues in her chapter on giftedness in the spatial-graphic domain (see chap. 4, this volume; see record 2009-00231-004). First is the role of the study of giftedness in developmental psychology and the question of why giftedness is such a neglected area of study within psychology. Second, she prods readers to consider just how one should undertake the study of spatial giftedness, which is itself a much neglected domain of study within the area of giftedness relative to the study of mathematical and verbal giftedness. And finally, she leads readers to recognize what can be learned from the study of spatial-graphic giftedness. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

In this chapter, I want to capture what it is like to be young, gifted, and Black in America. My theoretical perspective is that of a motivational psychologist, so I focus on how contemporary approaches to motivation research can shed light on giftedness in African American adolescents. I organize my discussion of African American gifted adolescents around overarching questions about "can" and "want." In framing my discussion, I focus on both the normative challenges of adolescence relevant to giftedness as well as the unique challenges that gifted Black adolescents are likely to encounter. To do this, I must cast a broad net and begin with factors that are unique to the everyday lives of people of color. Everything that I write in this chapter is shaped by the recognition that many racial and ethnic minority groups in contemporary America are positioned at the bottom of a status hierarchy wherein barriers to opportunity often override personal strivings for achievement. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

In an ideal world researchers and educators could collaborate to compile a definitive and exhaustive list of characteristics of gifted learners, which then could be used to guide identification, teaching strategies, and curriculum selection for this population. Unfortunately, no such list can or should be created, for one of the unifying themes in research on characteristics of gifted learners is, in fact, the great diversity among them. Gifted and talented learners are not a homogeneous group; to the contrary, they are varied and unique. Despite this diversity, research suggests that there are a handful of traits that may occur with greater frequency in gifted learners than in the general population. In this chapter, some of these characteristics are discussed, with the caveat that it is not the intention to provide a checklist by which students may be identified as either "gifted" or "not gifted." Rather, the intent is to provide educators with an overview of characteristics that may be present in some gifted and high-ability students, and to illustrate how these characteristics may vary based on a variety of factors, including gender, sociocultural group, the presence of a hidden or overt disability, age, and whether a student is achieving or underachieving. By discussing the heterogeneity associated with gifted and talented learners, this chapter may be useful to educators attempting to look beyond rigid stereotypes to more diverse and flexible conceptions of giftedness in a broad spectrum of children and young adults. To begin, the following illustrative case studies are presented. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

It had been said by many educators of the gifted that it is easier to define what differentiation of the curriculum is not than it is to define what differentiation of the curriculum is. Over the years, the concept of differentiating the curriculum for gifted students has changed commensurate to the changes in the definition of giftedness, the contemporary emphasis in general education, and the political and parental responses to general and gifted education. The many definitions of differentiation have resulted in the term becoming a referent for any learning experience that attends to individual differences. In reality, differentiation can be defined by the who—the learner and his or her needs, interest, and abilities; the what—the content and skills of the subject matter to be taught; the how—the pedagogy to be used to teach the content, skills, or both; and the where—the setting, grouping, or both needed to effectively implement the curriculum (the what) to the learner (the who). The original need to differentiate the curriculum for gifted students was based on the recognized strengths of these learners and the acknowledged inadequacy of the regular or core curriculum to meet these needs. The discrepancy theory assesses the core curriculum against the traits of gifted students in order to determine the missing curricular elements that would be responsive to the needs of students. This comparative analysis between the needs, interests, and abilities of gifted students and the content, processes, and product components of the core curriculum traditionally justified the purpose for a differentiated curriculum. To the degree that the core curriculum correlates with the defined attributes of gifted students, it is perceived as either appropriately or inappropriately differentiated. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

The affective characteristics of gifted individuals, as well as the social and emotional needs related to those characteristics, have been well documented by researchers in the field of gifted education (Clark, 2002; Cohen & Frydenberg, 1996; Cross, 2001; Delisle,1987; Roeper, 1995; Silverman, 1993). However, despite the evidence and support provided by the literature, proactive attention to the affective domain is still overlooked in many schools unless that attention is in reaction to some overt problem identified by teachers or the administration (Peterson, 2003). Addressing the affective domain within the curricula is appropriate for all students, but it is essential for gifted students whose affective traits may include divergent thinking, overexcitabilities, sensitivities, perceptiveness, and entelechy (Lovecky, 1992). In order to meet the program standards set forth by NAGC, gifted programs must incorporate the affective domain. Specific strategies to meet students' affective needs can be integrated into any subject area through individual activities, lessons, curricular units, or separate units. It is essential, however, that teachers who endeavor to address the affective aspects of giftedness be willing to follow up on issues that are inadvertently revealed. Whenever classroom activities touch upon the affective realm, it is important to remember that most teachers are not trained counselors. Teachers may not be prepared for all that is disclosed. A support system must be in place in the form of school counselors, school psychologists, and/or therapists. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)